Contribution of Post 1991 Ethiopian Social Studies
Textbooks in Developing Multiple Identities andMulticultural Values among Students
1DAW I T M E KO N N E N ( P H D )VISITING SCHOLARC E N T E R F O R T H E S T U DY O F
I N T E R N AT I O NA L C O O P E R AT I O N I N
E D U C AT I O N
H I RO S H I M A U N I V E R S I T Y
N OV. 1 0 . 2 0 1 1

Social identity in multicultural countries2

 Social identity: Identification with others who share thecommon group membership Collective or "we" identities, identification of the self withthe group as a whole Multiple group/social identities In-group and out-group members vary on context

 Existence of diverse groups along race, ethnicity, religion in

multination states
 Ethnic or race or religion and national/civic identity inmultiethnic countries (ethnic Basque and Spanish, BlackAmerican, Somali and Ethiopian, Guraghe and Ethiopian etc…)

Dealing with diversity in group identity3

 Assimilationist/melting pot
 Cultural assimilation and acculturation of different ethnic groups Common language, beliefs, and values in the nation

 Multiculturalism: Cultural pluralism, diversity valued
 Recognition and accommodation of minority rights
 Self-governance acknowledged
 Lose civic national identity

 Integration
 Respecting in-group rights
 Integrating with a more inclusive superordinate/national identity
 Inter-group relations need to be strengthened by adhering to thesuperordinate identityEthnic and national identity: interaction?
4

 Two propositions
 Two are in conflict National identity must be more salient than ethnic identity
 Negative relationship (Worchel and Coutant, 1997)
 So, a strong super-national identity must exist for a

multi/nation state Two are unrelated

 Zero relationship National identity does not depend on strength of ethnic

identity Multination states can prevail well by allowing strong ethnic
identification
 Thin or think, some form of national identity helps tosustain multination states.

Education and social identity development
5

 Education has a controlling and socializing effect Not ideologically free Primary and secondary school curricula reflect politicalvalues Textbooks indicate state views of nationhood, culturalvalues and ideas
 Education’s role is insignificant compared to othermicro-factors

 Family, communities, media
 Interpretation of knowledge in a social context
 Difficulty in changing group beliefs and values
 Hidden curriculum versus formal curriculumMulticultural education
6

 Value of cultural diversity: Rights of all groups No reproduction of dominant/common values, beliefs etc.
 Teach critical thinking and reasoning
 Social justice (restructuring of systems) and equalopportunity Equitable distribution of power and other resources Alternative narratives and choices versus grand narratives
 Civic national identity rather than culture (language, belief)

Multicultural states and intercultural citizens
7 Multicultural state exists when there are intercultural

citizens or ceases to exist as a state Positive attitude towards diversity
 State belongs to all groups
 Tolerance Respect for others and mutual understanding/total

seclusion Healthy levels of ethnocentrism
 Role of education: Civics/Citizenship education has toprepare multicultural citizens

Critics on Multiculturalism8

 Emphasizes differences Creates distrust Creation of ‘parallel’ communities in one country
 Example: Angela Merkel’s declaration of the death ofmulticulturalism in Germany
 Turkish Immigrants do not integrate with German
culture even after decades Promotes a cultural straightjacket

Ethiopia Context
9 Home of many nation and nationalities
 Pre 1991 a socialist regime
 Centralized, by and large assimilationist policy
 Major narratives on socialism and One Ethiopia 1995-A federal republic organized along linguistic lines(Main indicator of ethnic identity in Ethiopia)
 9 regional states and 2 city administrations
 Self-administration and self-determination
 Use of regional language in regional offices and primaryeducation
 Nations empowered to administer their regions
 Hence, a multicultural country and state as well.

Map: Regions/States and Neighbors
10 Many ethnic groups live in various regions
 Oromo, Amhara, Somali, Tigray are the largest groups

Cont’d11

 Centrally or regional prepared textbooks-mainmeans of instruction
 Ministry of Education and Regional Education
Bureaus Produce textbooks.
 Civics and Ethical education: primary to universitylevel History taught in secondary schools and higher
primary grades (grades 7-8, as social studies)Objectives of Civics and Ethical Education
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 Democratic citizens who safeguard their rights and respect therights of others, Patriotic citizens who uphold the democratic ideals and theprinciples of the constitution as well as defend the sovereignty
and territorial integrity of their country,
 Citizens who are active participants in the political process of
their country and dedicated to work for the common good Responsible citizens who nurture tolerant culture and resolve
differences peacefully and industrious citizens who are selfreliant.
 Citizens who appreciate diversity and c0-existence Different themes related to equality of nations, patriotism,responsibility, rights and obligation, saving money,
constitutional facts, governance are presented in these textbooks.

Statement of the problem
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 Social identity of people (ethnic identity versus nationalidentity) one of the central questions of the 21 century.

 Impact/outcome of programs on students

 Reviewing textbooks

 Intervention in the teaching of civics education

Research Questions
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 How and to what extent ethnic and national identity

are presented in social studies textbooks?
 How do students assess the contribution of social
studies textbooks in shaping their ethnic and nationalidentity?
 How do students assess the contribution of social
studies textbooks in developing multicultural values (tolerance, respect for others, participation,responsibility, cultural empathy etc)?
 Who and how do students consider their hero or modelin identifying themselves with ethnic/nationalidentity?

Methodology
15 Data sources: Textbooks

 History or social studies textbooks from grades 7-12
 Civics and ethical education textbooks
 Themes that refer to identity and multiculturalism wereanalyzed.
 Second year and above students at Bahir Dar University
 Sample Textbook sampling: Based on relevant themes to thestudy Composed of students from different ethnic groups Purposive and incidental sampling techniques About 357 students

Framework of the study
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Expected
citizenshipqualities(Ideal qualities)
Achieved
Curriculum:Effect onstudents(Students’ views)

Objectives of thestudy

OperationalCurriculum:
Teaching inSchools

IntendedCurriculum(Textbooks):
Content analysis

Cont’d17 Data gathering instruments and analysis
Questionnaire: a five point rating scale and open-ended items.
 Contribution of civics and ethical education curricula Identification of heroes and heroines Multicultural values such as tolerance, cultural empathy, open-mindedness for diversity etc.
Interview: semi-structured
 8 items on assessing contribution of textbooks, values and symbols

related to their identity

Content analysis
 Identification of themes and issues in textbooks
 Analysis of sub-headings and headings in light of indicators fornationalism, patriotism, models, symbols, and values
 Story level analysis and language/phrases

Data Analysis
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 Qualitative Analysis
 Description of textbooks themes (on-progress)
 Narration of students’ interview responses
 Categorization along theme: Similar responses

organized along major ideas
 Quantitate data: On progress.

Results: Some of the interview responses
Self awareness about ones ethnic values and rights19

 It is through civics education that I understood myconstitutional rights and responsibilities. Now, I havegot a chance to attend higher education. I also used mymother tongue language to attend primary education. I
feel it made me realize that I have to be respected byothers and respect others as well. I know the rights ofmy group.
 It promotes the formation and strengthening of ethnic
views as it narrates a lot about the past inequalities
among national and nationalities. It make me know therights of ethnic groups in Ethiopia.

Tolerance, respect for and awareness about others
20 The civic education has a great influence on me to be

confident that my ethnic group is as equal as others
and I have gained the knowledge that each ethnic
group should respect and have the tolerance to live
together.
 Beginning from grade 5 up to 12 and now at university
level I learned about the constitution, country love, andtolerance and so on. It made me know our differences.
Tolerance is necessary as there many groups which I
faced in my university education.

Alternative narratives missed21
 The realties that I am facing outside the rhetoric of thetextbooks are different. Textbooks dominantly reflect thepositive contributions they had. The textbooks did not address
controversial issues and promote very surface learning. To me,
all the deeds of the kings and the various groups should bepresented equally so that we can learn the truth and draw
lessons from both the strengths and weaknesses.
 We learn about peaceful and good things. There were many
problems in the past. The textbooks do not discuss them.
 We learn facts and do not discuss in detail about their effect.

Students are only exposed to the successes of previous
governments and general problems.

Shaping group identities
22 Ethiopia follows federalism as a political system. This enables me tounderstand the various nations and nationalities and their identities aswell. It also made me to be aware of the present socio-political situations.
It makes me confident to know what Ethiopia is? Who am I? What is mygroup as part of Ethiopia? etc.
 Civics education raises the concerns of minorities. As a minority, I feelproud of my ethnic group because of the contents in schools anduniversities. In addition, the significance of civic and ethical education for
national and ethnic identity development is immense.
 It has made me to be aware of that Ethiopia has existed as a country for along time by the people of different ethnic groups. Similarly, the subject
has helped me to know that I should keep my national identity to transfer
to the next generation as my fathers did.
 Due to this historical inequality, the textbooks influenced me to develop avery strong ethnic identity over national identity.

Knowledge versus behavior/practice23
 The topics on patriotism developed a sense of Ethiopian

identity on me. I felt that I know what I am expected to do as
an Ethiopian. But, what we have learned in class and what
people talk and do outside the class is quite different. Many ofus could not instill the values in civics education on ourselves.
We study the subject for passing the exam; not employ it in ourdaily lives.
 We learn much about the vital principles of democracy such as
the rule of the law, equality, justice, patriotism, responsibility,industriousness, self-reliance, active participation incommunal cases. But I am not involved in different activities.
I do not participate.
 It is theoretical. Civics taught us citizenship rights. Loving thecountry and being responsible. I think these are not practiced.

Conclusion
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 Inclusion of alternative narratives/perspectives inhigher grades and promoting discussion
 Acquisition of knowledge needs to be supplemented
with change in behavior. This could be possible withintervention in the teaching of the subjects andorganization of contents in textbooks.

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ARIGATOO GOZAIMASU!!!