Civic and Ethical Education and History Textbooks’ Portrayal of Group Identity and Students’ Perspectives on their Contributions in Shaping Identity

Abstract

This study examines how social studies textbooks present group identities (ethnic and Ethiopian identity) and students‟ views on the contribution of textbooks in shaping their identity. Data were collected using document analysis and interview. Interview was conducted with purposefully selected ethnically diverse university students at Bahir Dar University. The contents of history and civic and ethical education textbooks were analyzed page by page. Students‟ interview results showed that textbooks reinforced a strong sense of ethnic identity. Students also acknowledged the contribution of civic and ethical education in respecting other ethnic groups and accommodating differences. Its contribution in inculcating Ethiopian identity was not distinctly mentioned by the students. History was presented mainly in the form of narration of facts in a monolithic manner, by excluding controversies in Ethiopian history, which students stated to have limited the lessons to be learnt from it. Ethiopian identity was presented in the form of flag, anthem, respecting diversity, tolerance, commitment to serve the country, and loving the nations and nationalities. Students emphasized recent leaders and renowned people as their heroes and heroines. Implications for policy makers and the development of a sustainable Ethiopian multination state are drawn.