Analyzing First Cycle Primary School Textbooks For Diversity Contents Its Implication For A Multicultural Reform The Case Of Addis Ababa

This study analyzed selection of primary school first cycle Amharic and Social Studiesrntextbooks for grades 1–4 published in Addis Ababa Administrative Region by means ofrnboth qualitative and quantitative analysis of text and illustrations in order to analyzerntheir contribution to social cohesion. The purposes of this research were to determine,rnwhether textbook contents reflect the multiethnic nature of the society, and ifrnmulticulturalism’s principles are observed, i.e. if diversity issues are infused intorntextbook contents and, if textbooks effectively contextualize and exploit diversity andrnmulticultural concerns. Measurable categories were developed for the analysis based onrnexisting literature.rnThe findings of the study indicated that textbook contents most portray groups whosernethnic and cultural background is Undeterminable (Common). Next to thernCommon/Undeterminable ethnic category, the Amhara and the Tigraway ethnic groupsrnare highly visible where as the Oromo and the Gurage are sometimes found to bernunderrepresented. Other ethnic groups are very insignificantly mentioned in the contentsrnof both Amharic and Social Studies textbooks. It was also found out that the number ofrnpages devoted to diversity and multicultural concerns is very insignificant as comparedrnto the total pages contained in textbooks and that most contents discussing diversity andrnmulticultural issues are segregated to specific chapters and subchapters. The study alsornrevealed that major diversity and multicultural issues are poorly contextualized andrninefficiently exploited.

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