History education in Ethiopian secondary schools (1943–1991): Why it could not yield the desired results? A historical analysis
AbstractHistory teaching in secondary school is intended to be a source of knowledge, hastening the nation-building process and enhancing the critical thinking and analytical skills of youth. It can serve as a tool for promoting peace and social cohesion within a nation. However, in Ethiopia, it has...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2310962 |
| _version_ | 1797321537630502912 |
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| author | Ageru Shume Nadew Fantahun Ayele Ibrahim Aychgrew Hadera Hailu |
| author_facet | Ageru Shume Nadew Fantahun Ayele Ibrahim Aychgrew Hadera Hailu |
| author_sort | Ageru Shume Nadew |
| collection | DOAJ |
| description | AbstractHistory teaching in secondary school is intended to be a source of knowledge, hastening the nation-building process and enhancing the critical thinking and analytical skills of youth. It can serve as a tool for promoting peace and social cohesion within a nation. However, in Ethiopia, it has become a source of controversy, suspicion, hostility, and disharmony. This study investigates why history teaching in Ethiopia has not achieved its intended results, specifically its failure to prepare secondary school students to be critical thinkers and interpret the significance of the past. The study utilizes descriptive and historical research designs to explore this issue. Data were collected from primary and secondary sources, and the researchers employed the document analysis method to analyze them thematically and chronologically. The finding reveals that two main sets of ‘conundrums’, both external and internal, have prevented history from playing its desired role. These factors are interdependent: the internal issues stem from the external ones, and the external ones create fertile ground for the internal ones. Externally, factors such as foreign influences, foreign authors, and teachers played a role. Internally, factors like curriculum-based factors, disciplinary issues, ethnocentrism, the existence of competing narratives, and the state ideology of various regimes have impacted the direction of history teaching. Therefore, the combined influence of these internal and external dynamics has generally hindered the secondary school history teaching of the country from fulfilling its intended roles. |
| first_indexed | 2024-03-08T05:00:00Z |
| format | Article |
| id | doaj.art-03ceafa6485b47208a55ea0207f5afe5 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-08T05:00:00Z |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-03ceafa6485b47208a55ea0207f5afe52024-02-07T12:51:46ZengTaylor & Francis GroupCogent Education2331-186X2024-12-0111110.1080/2331186X.2024.2310962History education in Ethiopian secondary schools (1943–1991): Why it could not yield the desired results? A historical analysisAgeru Shume Nadew0Fantahun Ayele Ibrahim1Aychgrew Hadera Hailu2History and Heritage Management, Bahir Dar University, Bahir Dar, EthiopiaHistory and Heritage Management, Bahir Dar University, Bahir Dar, EthiopiaHistory and Heritage Management, Bahir Dar University, Bahir Dar, EthiopiaAbstractHistory teaching in secondary school is intended to be a source of knowledge, hastening the nation-building process and enhancing the critical thinking and analytical skills of youth. It can serve as a tool for promoting peace and social cohesion within a nation. However, in Ethiopia, it has become a source of controversy, suspicion, hostility, and disharmony. This study investigates why history teaching in Ethiopia has not achieved its intended results, specifically its failure to prepare secondary school students to be critical thinkers and interpret the significance of the past. The study utilizes descriptive and historical research designs to explore this issue. Data were collected from primary and secondary sources, and the researchers employed the document analysis method to analyze them thematically and chronologically. The finding reveals that two main sets of ‘conundrums’, both external and internal, have prevented history from playing its desired role. These factors are interdependent: the internal issues stem from the external ones, and the external ones create fertile ground for the internal ones. Externally, factors such as foreign influences, foreign authors, and teachers played a role. Internally, factors like curriculum-based factors, disciplinary issues, ethnocentrism, the existence of competing narratives, and the state ideology of various regimes have impacted the direction of history teaching. Therefore, the combined influence of these internal and external dynamics has generally hindered the secondary school history teaching of the country from fulfilling its intended roles.https://www.tandfonline.com/doi/10.1080/2331186X.2024.2310962History teachingEthiopiasecondary schoolcurriculumchallengesJohn Chiang, State University of New York, New York, US |
| spellingShingle | Ageru Shume Nadew Fantahun Ayele Ibrahim Aychgrew Hadera Hailu History education in Ethiopian secondary schools (1943–1991): Why it could not yield the desired results? A historical analysis Cogent Education History teaching Ethiopia secondary school curriculum challenges John Chiang, State University of New York, New York, US |
| title | History education in Ethiopian secondary schools (1943–1991): Why it could not yield the desired results? A historical analysis |
| title_full | History education in Ethiopian secondary schools (1943–1991): Why it could not yield the desired results? A historical analysis |
| title_fullStr | History education in Ethiopian secondary schools (1943–1991): Why it could not yield the desired results? A historical analysis |
| title_full_unstemmed | History education in Ethiopian secondary schools (1943–1991): Why it could not yield the desired results? A historical analysis |
| title_short | History education in Ethiopian secondary schools (1943–1991): Why it could not yield the desired results? A historical analysis |
| title_sort | history education in ethiopian secondary schools 1943 1991 why it could not yield the desired results a historical analysis |
| topic | History teaching Ethiopia secondary school curriculum challenges John Chiang, State University of New York, New York, US |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2310962 |
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