The integration of multiculturalism into the Ethiopian Universities' environment

Enyew, Chanyalew; Melesse, Solomon

doi:10.17810/2015.70

Cited by 5 publications

(3 citation statements)

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“…This implies issues of multiculturalism in the curriculum and a lack of attention from university leaders and academic staff in the teaching and learning process. This implies these results are consistent with the recommendations made in the study by Enyew and Melesse (2018), educators should also have access to professional development opportunities in order to better understand other cultures. Teachers should be trained in culturally sensitive pedagogy.…”

Section: Resultssupporting

confidence: 89%

Academic Staff Commitment towards Implementing Curriculum from Multicultural Perspectives in Eastern Ethiopia Higher Education

Simagn,

Seyoum,

Negassa

et al. 2024

JCT

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This study aimed to investigate academic staff commitment to implementing curriculum from multicultural perspectives in Eastern Ethiopian higher education. This problem is instigated by the long-term ignored area or multicultural issues in teaching and learning process in higher education in Ethiopia which, in turn, has become a basis of the increase of plentiful difficulties. To achieve the intended objective, a descriptive design was employed. The data were collected through a self-administered questionnaire and analyzed using descriptive and inferential statistics. The study revealed that the commitment of academic staff was low and there was no gender difference in implementing curriculum. Based on the findings, it is concluded that if academic staff had been committed and used culturally responsive pedagogy, the implementation of a multicultural curriculum would have been ensured. Therefore, based on these findings implications were made for future research and suggested addressing and alleviating salient problems.

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Section: Resultssupporting

confidence: 89%

Academic Staff Commitment towards Implementing Curriculum from Multicultural Perspectives in Eastern Ethiopia Higher Education

Simagn,

Seyoum,

Negassa

et al. 2024

JCT

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“…Teacher education in the absence of multicultural education is problematic since it contributes to partial thinking by making teachers prone to use their personal reference frames in judging students, their family backgrounds, and their communities. As the population of students is increasingly becoming more diverse in terms of culture, race, ethnicity, etc., it is important that TPPs address multiculturalism and empower teachers to better serve all students (Enyew & Melesse, 2018).…”

Section: Introductionmentioning

confidence: 99%

Nurturing Multiculturalism in Iranian EFL Teacher Education: An In-Depth Scrutiny of Experts’ and Teachers’ Perceptions

Salimi,

Rad

2023

Preprint

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Given that Iran is the host of a variety of cultures characterized with diverse languages, viewpoints, and customs, the empty place of multiculturalism in its ELT system is deeply felt. The present study sought to tackle multiculturalism in EFL teacher education in the context of Iran by exploring Iranian EFL experts’ and teachers’ perceptions. The participants of this study consisted of the two groups. The first group included 15 male and female multicultural education experts. The second group of the participants included of 60 (30 males and 30 females) Iranian EFL teachers. To collect the required data, a demographic information scale, two semi-structured interviews and an audio-reflective journal were used. Data analysis was done via qualitative thematic analysis by MAXQDA. As revealed by the results, several themes were extracted as the components of the multicultural EFL teacher education, as uncovered by the experts’ views some of which include Eliminating Race-Related Inequalities, Eliminating Gender-Related Inequalities, and Eliminating Social Class-Related Inequalities. Moreover, the Necessary Communicative Skills, Positive Thinking, Difference Acceptance, and Multicultural Content, Various Evaluation Methods were found as some of the extracted EFL teachers’ perceptions of multicultural EFL teacher education. The findings have some implications for different groups of stakeholders including EFL teachers, teacher educators and teacher education material developers who can take useful insights from the findings in teaching EFL, educating student-teachers and developing future curricula, respectively.

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“…Students from different cultural groups are fighting continuously for less than a decade. There is one study by [16] that was made with the issue of multicultural education in Ethiopian universities. The study did not address the problem clearly and efficiently.…”

Section: Introductionmentioning

confidence: 99%

The Status and Pronounced Effect of Multicultural Education: The Case of Madda Walabu University Ethiopia

Mohammed¹

2020

OALib

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The purpose of the study is to investigate the status and pronounced effect of multicultural education at Madda Walabu University, Ethiopia. Recently Madda Walabu University and the other universities of Ethiopia are becoming the center of ethnic conflicts. Most of the students and teachers have lower awareness of the concept of multicultural education. Pertinent paradigms such as positivism and interpretivism were entertained. The mixed-method research design was used. In this study questionnaire was gathered from 146 (Male 129 and Female 17) of the university teachers. In-depth interview and focus group discussion were used to collect information from 6 administrative workers and 12 students respectively. The result of the study indicates that there is little practice of multicultural activity in the university. Most of the students and teachers have lower awareness of the concept of multicultural education. The contents are not integrated with the issue of multiculturalism. The curriculum should be integrated with multicultural issues. Moreover the curriculum is not sufficiently favored with the experiences of gender equality. The university has not arranged facilities and means to enable the disabled students. The university should design strategy to increase multicultural education issues and gender experiences.

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The integration of multiculturalism into the Ethiopian Universities' environment

Cited by 5 publications

References 0 publications

Academic Staff Commitment towards Implementing Curriculum from Multicultural Perspectives in Eastern Ethiopia Higher Education

Academic Staff Commitment towards Implementing Curriculum from Multicultural Perspectives in Eastern Ethiopia Higher Education

Nurturing Multiculturalism in Iranian EFL Teacher Education: An In-Depth Scrutiny of Experts’ and Teachers’ Perceptions

The Status and Pronounced Effect of Multicultural Education: The Case of Madda Walabu University Ethiopia

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