The Curriculum Implementation Using Equitable Pedagogical Practices in Primary Schools
Its Efficacy in Promoting the 21st Century Classrooms
DOI:
https://doi.org/10.14288/tci.v18i2.196831Keywords:
curriculum, diversity, equitable pedagogy, implementation, inclusive education, multiculturalismAbstract
The study examined curriculum implementation using equitable pedagogical practices in promoting cross-cutting issues in 21st century classrooms of five primary schools in Fitche town, Oromia Regional State. Qualitative research method with case study design was employed. 54 participants of the study were selected from five primary schools by using purposive sampling techniques. These were principals (4), teachers (14), supervisor (1), Vice academic dean of college of teacher education (1), grades 7 and 8 students (34) from Afan Oromo and Amahric mediums of instruction. The primary and secondary data were collected from the sources of data by using different data collection instruments. The textual and contextual data collected by using interview, focus group discussion, observation and document analysis were grouped into thematic units and narrated. The finding of the study showed that the opportunities of getting appropriate training and experience sharing practices on the application of equity pedagogical strategies were limited. Due to better access to modified instructional materials, Afan Oromo medium of instruction teachers were relatively giving better lessons than Amharic medium of instruction teachers due to small class size. This strategy best showed possible directions on how to construct knowledge from integration of curriculum contents and activities using equitable pedagogical practices. Thus, the right utilization of equitable pedagogical practices in teaching and learning process makes Fitche a prototypical home town where peoples live together on equal opportunities of educational practices. Best cross-cutting issues should be inclusively treated in the classrooms and school compounds. Therefore, key stakeholders should renovate the whole schools’ matrix to implement their respective curricula or disciplines by using equitable pedagogical practices to safeguard diversity and inclusive education.
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