Etiyopya eğitiminde yeniden üretim: Toplumsal cinsiyet, kültürel ve din çeşitliğinin temsili
Özet
The purpose of this study was to examine how Ethiopia's education system reproduces the existing educational inequalities. To this end, a quantitative approach was used to examine students' perceptions of the representativeness of the school curriculum and environment. The quantitative data was collected from randomly selected participants of 387 students of 10 selected schools from Addis Ababa. The data was analysed using T-test, One-Way between participants' ANOVA, and simple linear regression tests. In addition to this, using qualitative approach secondary school Civic and Ethical Education textbooks' role in reproducing the education system was examined. The data were coded, categorized and interpreted by theme. The results from both studies indicated that school process, practice and the existed knowledge in school textbooks had their own roles in the reproduction of inequalities in education. The results revealed that there was no fair representation of gender, cultures and religious groups in the Education system. Thus, the combined impact of school curriculum, practices and policies are found to be the main mechanisms of reproducing the existing educational inequalities in Ethiopia. On the base of this, in order to break the reproduction of educational inequalities, we recommended the importance of making the school curriculum, policies, and practices more inclusive by fairly representing gender, culture, religious, and other diversities. Hence, scholars in the field have the responsibilities to address all the society's identities for proportional representation in school textbook contents and in preparing policies.