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  5. Civic education in Ethiopian schools
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Civic education in Ethiopian schools: Adopted paradigms, instructional technology, and democratic citizenship in a multicultural context

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

Civic education in Ethiopian schools: Adopted paradigms, instructional technology, and democratic citizenship in a multicultural context. / Semela, Tesfaye; Bohl, Thorsten; Kleinknecht, Marc.
In: International Journal of Educational Development, Vol. 33, No. 2, 03.2013, p. 156-164.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Semela, T, Bohl, T & Kleinknecht, M 2013, 'Civic education in Ethiopian schools: Adopted paradigms, instructional technology, and democratic citizenship in a multicultural context', International Journal of Educational Development, vol. 33, no. 2, pp. 156-164. https://doi.org/10.1016/j.ijedudev.2012.03.003

APA

Semela, T., Bohl, T., & Kleinknecht, M. (2013). Civic education in Ethiopian schools: Adopted paradigms, instructional technology, and democratic citizenship in a multicultural context. International Journal of Educational Development, 33(2), 156-164. https://doi.org/10.1016/j.ijedudev.2012.03.003

Vancouver

Semela T, Bohl T, Kleinknecht M. Civic education in Ethiopian schools: Adopted paradigms, instructional technology, and democratic citizenship in a multicultural context. International Journal of Educational Development. 2013 Mar;33(2):156-164. doi: 10.1016/j.ijedudev.2012.03.003

Bibtex

@article{e170f4f9e6c1448b898b2ef88b07423a,
title = "Civic education in Ethiopian schools: Adopted paradigms, instructional technology, and democratic citizenship in a multicultural context",
abstract = "After nearly two decades of military dictatorship, democratic civic education has been integrated into the Ethiopian school curriculum. This paper examines the policy–practice concordance in implementing the civic education curriculum based on empirical evidence generated on the philosophical underpinnings, curricular contents, pedagogical approaches, and the role of instructional technology. Data were gathered through a questionnaire survey on 179 randomly selected high school students, key informant teachers, and content analysis of students{\textquoteright} textbooks, teachers{\textquoteright} guides, and official policy documents. The findings reveal that the existing civic and ethical education curriculum is eclectic in its character blending the minimal interpretation of democratic civic education with the inclusive conception of ethno-cultural diversity relevant to multicultural societies. Nevertheless, the manner in which the TV-instruction is used in classrooms is found to hinder interactive learning that is instrumental to nurture democratic and active citizens.",
keywords = "Educational science",
author = "Tesfaye Semela and Thorsten Bohl and Marc Kleinknecht",
year = "2013",
month = mar,
doi = "10.1016/j.ijedudev.2012.03.003",
language = "English",
volume = "33",
pages = "156--164",
journal = "International Journal of Educational Development",
issn = "0738-0593",
publisher = "Elsevier B.V.",
number = "2",

}

RIS

TY - JOUR

T1 - Civic education in Ethiopian schools

T2 - Adopted paradigms, instructional technology, and democratic citizenship in a multicultural context

AU - Semela, Tesfaye

AU - Bohl, Thorsten

AU - Kleinknecht, Marc

PY - 2013/3

Y1 - 2013/3

N2 - After nearly two decades of military dictatorship, democratic civic education has been integrated into the Ethiopian school curriculum. This paper examines the policy–practice concordance in implementing the civic education curriculum based on empirical evidence generated on the philosophical underpinnings, curricular contents, pedagogical approaches, and the role of instructional technology. Data were gathered through a questionnaire survey on 179 randomly selected high school students, key informant teachers, and content analysis of students’ textbooks, teachers’ guides, and official policy documents. The findings reveal that the existing civic and ethical education curriculum is eclectic in its character blending the minimal interpretation of democratic civic education with the inclusive conception of ethno-cultural diversity relevant to multicultural societies. Nevertheless, the manner in which the TV-instruction is used in classrooms is found to hinder interactive learning that is instrumental to nurture democratic and active citizens.

AB - After nearly two decades of military dictatorship, democratic civic education has been integrated into the Ethiopian school curriculum. This paper examines the policy–practice concordance in implementing the civic education curriculum based on empirical evidence generated on the philosophical underpinnings, curricular contents, pedagogical approaches, and the role of instructional technology. Data were gathered through a questionnaire survey on 179 randomly selected high school students, key informant teachers, and content analysis of students’ textbooks, teachers’ guides, and official policy documents. The findings reveal that the existing civic and ethical education curriculum is eclectic in its character blending the minimal interpretation of democratic civic education with the inclusive conception of ethno-cultural diversity relevant to multicultural societies. Nevertheless, the manner in which the TV-instruction is used in classrooms is found to hinder interactive learning that is instrumental to nurture democratic and active citizens.

KW - Educational science

U2 - 10.1016/j.ijedudev.2012.03.003

DO - 10.1016/j.ijedudev.2012.03.003

M3 - Journal articles

VL - 33

SP - 156

EP - 164

JO - International Journal of Educational Development

JF - International Journal of Educational Development

SN - 0738-0593

IS - 2

ER -

Other publications by the same author(s)

Analyse des kognitiven Potenzials von Aufgaben in der beruflichen Fachrichtung Pflege: Entwicklung und Erprobung eines fachdidaktischen Kategoriensystems

Wesselborg, B., Kleinknecht, M., Bögemann-Grossheim, E. & Hoenen, M., 17.06.2022, Professionalisierung der Gesundheitsberufe: berufliche und hochschulische Bildung im Spiegel aktueller Forschung . Weyland, U. & Reiber, K. (eds.). Opladen, Berlin, Toronto: Franz Steiner Verlag, p. 321-348 28 p. (Zeitschrift für Berufs- und Wirtschaftspädagogik - Beihefte; vol. 33).

Research output: Contributions to collected editions/works › Contributions to collected editions/anthologies › Research

Entwicklung eines fachdidaktischen Kategoriensystems zur Analyse des kognitivaktivierenden Potenzials von Aufgaben – ein Beitrag zur Unterrichtsqualitätsforschung in der beruflichen Fachrichtung Pflege

Wesselborg, B., Weyland, U. & Kleinknecht, M., 23.09.2019, Jahrbuch der berufs- und wirtschaftspädagogischen Forschung 2019. Wittmann, E., Frommberger, D. & Weyland, U. (eds.). Verlag Babara Budrich, p. 75-92 18 p. (Schriftenreihe der Sektion Berufs- und Wirtschaftspädagogik der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE); vol. 1).

Research output: Contributions to collected editions/works › Chapter

Abschlussbericht im BMBF-Projekt "Verbundprojekt E-LANE: E-Learning in der Lehrerfortbildung: Angebote, Nutzung und Erträge" (Förderkennzeichen: 01JD1825A-B): Ausführliche Darstellung der im Vorhaben durchgeführten Arbeiten

Meyer, A., Kleinknecht, M. & Richter, D., 18.11.2022, Potsdam: Universität Potsdam, 22 p.

Research output: Working paper › Project reports › Research

Analysis of Cognitively Activating Tasks in Vocational Education and Training of Nursing

Schäfer, M., Wesselborg, B., Weyland, U., Kleinknecht, M., Koschel, W. & Klar, K., 02.08.2023, Trends in vocational education and training research: Vol. VI. Proceedings of the European Conference on Educational Research (ECER), Voca- tional Education and Training Network (VETNET). Nägele, C., Stalder, B. E. & Kersh, N. (eds.). VETNET, Vol. VI. p. 214-223 10 p.

Research output: Contributions to collected editions/works › Article in conference proceedings › Research

Dialogic interactions in higher vocational learning environments in mainland China: Evidence relating to the effectiveness of varied teaching strategies and students' learning engagement

Zhao, Y., Kleinknecht, M. & Ko, J., 27.06.2023, Effective Teaching Around the World: Theoretical, Empirical, Methodological and Practical Insights. Maulana, R., Helms-Lorenz, M. & Klassen, R. M. (eds.). Springer International Publishing, p. 207-224 18 p.

Research output: Contributions to collected editions/works › Chapter › peer-review

DOI

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