Inclusion of Issues of Diversity into Primary School Curriculum Experiences: Appraisal of Teachers’ attitudes and Practices

Abstract

The major intent of the study was to examine the attitudes teachers hold and their practices as far as inclusion of two issues of diversity (ethnicity and gender) into primary school curriculum experiences is concerned. Data was collected from 160 teachers and 180 students in 10 first-cycle primary schools in Addis Ababa City. Questionnaire was used to collect the data. Where quantitative-inferential tools were mainly used for data analysis, qualitative descriptions were also employed. The result indicated that though most teachers hold generally desirable attitude towards inclusion of ethnic and gender issues into primary school curriculum experiences, the most positive support was noted from teachers who belong to those social groups (on ethnicity and gender) that claim to have been disadvantaged in the past political (social) landscape of the country. Teachers who speak other local languages besides the official language (Amharic) showed superior support for inclusion of ethnic issues to those who speak Amharic only. A similar trend has been noted as far as teachers‟ practices with regard to inclusion of the two issues of diversity are concerned. The implications of this situation for schools‟ teacher development policies and practices have been discussed.