Assessing Prinary School; Second Cycle Social Science Textbooks in Amhara Region for Adequate Reflection of Multiculturalism
AbstractPurpose: The main purpose of this study was to evaluate the Amhara region’s second cycle primary level social science textbooks vis-à-vis the principles of multiculturalism. The study investigates the integration of various cultural practices and absence of biases, stereotyping and stereotyped roles.
Method: Content analysis was used as the main method of research. The social science textbooks were taken as data sources purposefully. It is because social studies education, like all forms of education, is not neutral. Social studies education necessarily incorporates social issues, social criticisms, and efforts to improve society. It is most directly concerned with such topics as race, racism and racial inequalities, and other issues of social justice like sexism, gender bias and class (Jay, 2003).The data were collected using check list instrument.
Results: The major results of this study revealed that the Amhara region’s second cycle primary level social science textbooks reflected multiculturalism. That is, the textbooks have included the cultural heritages of various ethnic, religion, residence, heritages, gender, economic and occupational role. However, biases and stereotyping and stereotyped roles in the selected variables were identified. Biases were disclosed in gender, economic and occupational roles.
Conclusion: Except some stereotyped role assignments across gender, the primary school second cycle social science textbooks reflect multiculturalism.