Integration of postmodern perspectives in curriculum & instruction in Ethiopian schools
Several studies conducted in Ethiopia on the issues of quality education, methodology, academic performance, and school leadership. However, there is no adequate and organized evidence showing the inclusion of postmodern perspectives in the curriculum and instruction of Ethiopian schools. The aim of...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2025-12-01
|
| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2447165 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1846100483784048640 |
|---|---|
| author | Matheas Shemelis Tamirat Tadesse Ambissa Kenea |
| author_facet | Matheas Shemelis Tamirat Tadesse Ambissa Kenea |
| author_sort | Matheas Shemelis |
| collection | DOAJ |
| description | Several studies conducted in Ethiopia on the issues of quality education, methodology, academic performance, and school leadership. However, there is no adequate and organized evidence showing the inclusion of postmodern perspectives in the curriculum and instruction of Ethiopian schools. The aim of this study was to systematically analyze the fragmented research conducted in Ethiopia and how the postmodern perspectives are integrated into the curriculum and instruction. The review used 24 research articles and four policy documents as a data source. The result shows that Ethiopia’s educational policy considers postmodern perspectives in its philosophy of education, curriculum development, and implementation strategy. However, the actual practice of education was far behind meeting the intention of the policy. The factors for the gap are attributed to scarce resources and poor infrastructure, poor quality of teachers and school leaders, the multidimensional nature of problems and reductionist views of solutions, and lack of transparency and accountability. Furthermore, the study found that policy-level consideration of postmodern perspectives, teachers’ knowledge and understanding of the perspectives, and globalisation and technological advancement promise to integrate postmodern perspectives in the curriculum and instruction of Ethiopian schools. Finally, implications for practice and further research are discussed, and recommendations are made to bridge the gap between policy, curriculum, and classroom practices. |
| format | Article |
| id | doaj-art-cc742ec8ab83490cb689ef1962d0dd70 |
| institution | Kabale University |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-cc742ec8ab83490cb689ef1962d0dd702024-12-30T08:39:11ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2024.2447165Integration of postmodern perspectives in curriculum & instruction in Ethiopian schoolsMatheas Shemelis0Tamirat Tadesse1Ambissa Kenea2College of Education and Behavioral Studies, Department of Curriculum and Instruction, Assistant professor at Wolkite University, PhD fellow at Addis Ababa University, Addis Ababa, EthiopiaCollege of Education and Behavioral Studies, Department of Curriculum and Instruction, PhD fellow at Addis Ababa University, Addis Ababa, EthiopiaCollege of Education and Behavioral Studies, Department of Curriculum and Instruction, Professor of General Education at Addis Ababa University, Addis Ababa, EthiopiaSeveral studies conducted in Ethiopia on the issues of quality education, methodology, academic performance, and school leadership. However, there is no adequate and organized evidence showing the inclusion of postmodern perspectives in the curriculum and instruction of Ethiopian schools. The aim of this study was to systematically analyze the fragmented research conducted in Ethiopia and how the postmodern perspectives are integrated into the curriculum and instruction. The review used 24 research articles and four policy documents as a data source. The result shows that Ethiopia’s educational policy considers postmodern perspectives in its philosophy of education, curriculum development, and implementation strategy. However, the actual practice of education was far behind meeting the intention of the policy. The factors for the gap are attributed to scarce resources and poor infrastructure, poor quality of teachers and school leaders, the multidimensional nature of problems and reductionist views of solutions, and lack of transparency and accountability. Furthermore, the study found that policy-level consideration of postmodern perspectives, teachers’ knowledge and understanding of the perspectives, and globalisation and technological advancement promise to integrate postmodern perspectives in the curriculum and instruction of Ethiopian schools. Finally, implications for practice and further research are discussed, and recommendations are made to bridge the gap between policy, curriculum, and classroom practices.https://www.tandfonline.com/doi/10.1080/2331186X.2024.2447165Postmodern perspectivecurriculum and instructionEthiopian education systemEthiopiasystematic literature reviewSustainability Education, Training & Leadership |
| spellingShingle | Matheas Shemelis Tamirat Tadesse Ambissa Kenea Integration of postmodern perspectives in curriculum & instruction in Ethiopian schools Cogent Education Postmodern perspective curriculum and instruction Ethiopian education system Ethiopia systematic literature review Sustainability Education, Training & Leadership |
| title | Integration of postmodern perspectives in curriculum & instruction in Ethiopian schools |
| title_full | Integration of postmodern perspectives in curriculum & instruction in Ethiopian schools |
| title_fullStr | Integration of postmodern perspectives in curriculum & instruction in Ethiopian schools |
| title_full_unstemmed | Integration of postmodern perspectives in curriculum & instruction in Ethiopian schools |
| title_short | Integration of postmodern perspectives in curriculum & instruction in Ethiopian schools |
| title_sort | integration of postmodern perspectives in curriculum instruction in ethiopian schools |
| topic | Postmodern perspective curriculum and instruction Ethiopian education system Ethiopia systematic literature review Sustainability Education, Training & Leadership |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2024.2447165 |
| work_keys_str_mv | AT matheasshemelis integrationofpostmodernperspectivesincurriculuminstructioninethiopianschools AT tamirattadesse integrationofpostmodernperspectivesincurriculuminstructioninethiopianschools AT ambissakenea integrationofpostmodernperspectivesincurriculuminstructioninethiopianschools |