Education and Diversity: Pupils’ Perceptions of ‘Others’ and Curricular Responses at Selected Sites in Ethiopia

Abstract

Schools play a central role in inculcating positive identity, which is founded on an accurate and constructive understanding of oneself and others. The present study, by taking the multicultural and social reconstructionist stances on the purpose and functions of schooling, attempted to appraise children‟s awareness and perceptions towards out-groups as well as curricular responses to educate on diversity in Alternative Basic Education (ABE) centers found in five selected sites. Data were collected from 150 children (aged 10 – 14 years), 30 ABE facilitators, 10 experts in Woreda Bureaus of Education (WBE) and 15 Centre Management Committee (CMC) members. The result indicated that the children were not well aware of the diversity of their social environment in terms of the two markers of diversity (ethno-linguistic and religious diversity). The perceptions the children hold towards out-groups were also not as desirable as expected. Irrational hatred, fear of the different and ethnocentric attitudes were noted. Not any curricular intervention meant to educate the children on diversity was also observed. The implications this situation has for educational policy and practice has been discussed.