EXPLORING THE PERCEPTIONS AND PRACTICES OF THE ACADEMIC STAFF OF EDUCATION COLLEGES ON MULTICULTURALISM AND MULTICULTURAL EDUCATION IN CENTRAL ETHIOPIA AND SIDAMA REGIONS

Abstract

The purpose of this study was to explore the perceptions and practices of academics at Education Colleges, influencing multiculturalism and multicultural education in Central Ethiopia and Sidama Regions. A case study research design with a thick descriptive textual narration and purposive sampling technique was used. Data gathering instruments employed were the in-depth interviews, FGDs and documents. The participants were forty-seven academics who have been teaching for more than three years in the Colleges. The data were analyzed case-by-case and cross case using inductive and thematic analysis method. Similar to both cases, the findings demonstrated that the perceptions of academics were positive to the provision of multicultural education, but much more effort was required for its practical applicability. Equally; self-motivation and professional commitment of academics gained worth mentioning for efficient promotion of diversity and integration of multicultural education dimensions at Education Colleges. The study found that multicultural education is inevitably mandatory to build integrity, tolerance, sense of equality, equity, and social justice with the implication that it paves the ways for academics to scale-up their own ability to apply knowledge, wisdom and gradually create a profound awareness reconciling students‟ pluralism. A request for the opening of multicultural education as a field of study was an emergent finding of the study. However; insufficient plan to create instructional strategies for implementing multiculturalism and the core dimensions of multicultural education was identified as barriers. The preparation and content selection of multicultural curriculum lacked purpose and downloaded from the Internet. The policy-practice gap and the need for knowledge formation, skill training and research studies were highlighted as crucial areas for improvement. The conclusion is that genuinely constructed views and practices of multicultural education become the line of demarcation to accommodate cultural diversities and differences. The study recommended that the Education Colleges, Regional Education Bureaus and Ministry of Education insightfully address these gaps and enhance academics' endeavors in using multicultural education perspectives in teaching diversified groups to meet their specific needs. Revisiting the policy, contextualizing curriculum materials, developing pedagogical skills and conducting problem-solving research were suggested to be reconsidered