SEARCH WITHIN CONTENT
Hawani Negussie / Charles Slater
Citation Information : Journal of Educational Leadership, Policy and Practice. Volume 33, Issue 2, Pages 4-16, DOI: https://doi.org/10.21307/jelpp-2018-009
License : (CC BY-NC-ND 4.0)
Published Online: 02-April-2019
The purpose of this research study was to explore the integration of indigenous knowledge and cultural practices in Early Childhood Care and Education (ECCE) programmes in Addis Ababa, Ethiopia. Vygotsky's (1986) sociocultural theory in combination with Yosso's (2005) community cultural wealth theory served as the conceptual as well as the methodological framework advising the components of this research. This qualitative case study invited perspectives from local parents, teachers, directors, a university faculty member, and administrative personnel from the Ministry of Education in Ethiopia. Major findings uncovered that language, the Ethiopian alphabet (fidel), traditions and cultural practices passed down from generation to generation, were seen as part of Ethiopia’s larger indigenous knowledge system. The value of using indigenous knowledge, including the extent of integration of cultural practices as measured through use of native language, curriculum and educational philosophy, revealed distinct language preferences (Amharic or English) based on school, personal wants and population demographics.