The Marginalisation of the Gamo Ethnic Group through Curriculum Planning and Processes in Ethiopia

Abstract

In Ethiopia the indigenisation of the basic education curricula from an ethnic group perspective was introduced in the post 1991 era following the onset of a new kind of political order known as ethnic federalism. The purpose of this paper is thus to critically analyse the indigenisation of curriculum planning and implementation processes of the basic education curricula from the Gamo ethnic group’s perspective. The study used a qualitative multiple case study approach and design. Two cases from the Gamo Gofa Zone (GGZ) and the Addis Ababa City Administration (AACA), were treated similarly to study the basic education curriculum planning and implementation process. The findings of the study disclosed that the indigenisation of curriculum from the Gamo ethnic group’s perspective has some strength, but there are also major deficiencies. In order to further build on the strengths and resolve the deficiencies, a stand-alone indigenisation approach has been suggested, which proposes that the curriculum be based on indigenous foundations, theories, principles and ideas derived from the culture. Thereafter, a blending approach should be considered, which allows for intercultural dialogue.

DOI: 10.5901/mjss.2014.v5n10p285