The Curriculum Implementation Using Equitable Pedagogical Practices in Primary Schools

Its Efficacy in Promoting the 21st Century Classrooms


  • Girma Moti Geletu PhD Candidate in Curriculum Studies at Addis Ababa University, Ethiopia



curriculum, diversity, equitable pedagogy, implementation, inclusive education, multiculturalism


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.

Author Biography

Girma Moti Geletu, PhD Candidate in Curriculum Studies at Addis Ababa University, Ethiopia

Girma Moti Geletu is Master of Arts in the Hawassa University, College of Education and PhD Candidate in Curriculum Studies at Addis Ababa University, Ethiopia.


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