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Melesse, Solomon
- Reflections on Curriculum Conceptualization and its Development in the Current Ethiopian Education System Vis-a-Vis Some Renowned Classical Curriculum Orientations
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Authors
Affiliations
1 Department of Teacher Education & Curriculum Studies, Bahir Dar University Ethiopia, ET
2 Department of Mathematic Education, Bahir Dar University Ethiopia, ET
1 Department of Teacher Education & Curriculum Studies, Bahir Dar University Ethiopia, ET
2 Department of Mathematic Education, Bahir Dar University Ethiopia, ET
Source
International Journal of Education and Management Studies, Vol 9, No 4 (2019), Pagination: 249-255Abstract
This paper invigorates curriculum conceptualization and its development in the current Ethiopian education system in relation to renowned classical curriculum theories. In doing so, the whole policy and curriculum documents are reviewed vis-a-vis Beauchamp, Pinar, and McNeil's classifications of curriculum theories. In this regard, we feel that there are transparency illusions and ambiguities in setting a clear demarcation about curriculum conceptualization of various curriculum theories and theorists. Moreover, this paper is all about reflections on classical curriculum theories guiding curriculum conceptualization and its development in the current Ethiopian education system. In doing so, we tried to unite the curriculum theories that have almost similar views of curriculum conceptualization and its development. Throughout our reflections, we tried to depict our real life experiences and observations. The paper is organized to have an introduction, reflections against classical curriculum theories guiding curriculum conceptualization and its development in country Y, concluding remarks and critical recommendations.Keywords
Curriculum Conceptualization, Curriculum Development, Education System, Curriculum Theories.
References
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- Content Analyses of Multicultural Issues Reflections on Federal Democratic Republic of Ethiopian Constitution
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Authors
Affiliations
1 Department of Teacher Education and Curriculum Studies, College of Education and Behavioural Sciences, Bahir Dar University, East Africa, ET
1 Department of Teacher Education and Curriculum Studies, College of Education and Behavioural Sciences, Bahir Dar University, East Africa, ET
Source
International Journal of Education and Management Studies, Vol 10, No 1 (2020), Pagination: 106-109Abstract
The present study focuses on critical analysis of diversity inclusion strategies reflected in the Federal Democratic Republic of Ethiopian constitution adopted in 1995. Specifically, the main intent of the study was to examine whether or not the constitution addresses diversity issues in the country. Hence, the study tried to explore the inclusion of societal diverse interests in the constitution by considering the context of many dimensional diversity issues of the society in the nation. The units of analysis, thus, include articles and sub articles of the document. These units of analyses were included in the analysis of the document as long as the articles and sub articles refer to issues such as diversities on ethnicity, gender, nationalities, language, culture and religion. Furthermore articles and sub articles in the document were critically examined in search of different expressions that deal with the diversity issues on one hand or on the other, followed by the interpretation of the meanings and messages manifested through words or phrases such as equality, recognition, empowerment, valuing, tolerance, respect, diversities, appreciation of differences, mutual understanding, conflict management and resolution, mutual coexistence and others related to these themes. Finally based on major findings solicited, conclusion and recommendation were forwarded.Keywords
Multicultural Education, Diversity, Conflict Management, Integration, Coexistence.- Lessons Educators Could Learn from Thomas Kuhn's The Structure of Scientific Revolutions
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Authors
Affiliations
1 Department of Teacher Education and Curriculum Studies, College of Education and Behavioral Sciences, Bahir Dar University, East Africa, ET
1 Department of Teacher Education and Curriculum Studies, College of Education and Behavioral Sciences, Bahir Dar University, East Africa, ET