Whose Interest Is Served by Schooling: Primary School Teacher's Role in the Reproduction of Beliefs That Affect Equitable Education in Ethiopia

Abstract

With the help of phenomenological qualitative research, this study examines how the hidden curriculum exclusively serves the interests of particular ethno-cultural groups in a multi-ethnic country (Ethiopia). Data gathered from 32 students using semi-structured interview questions and a cross-case analysis of the transcribed data from 4 schools showed that the implicit messages students receive through the school's hidden curriculum serve the interests of the ethno cultural majority students and teachers. As a result, pupils from ethnocultural minorities encountered challenges of schooling and the educational system as a whole. Furthermore, by perpetuating and fostering the implicit perceptions and beliefs ingrained in the design and operation of the educational system that hinder equitable quality education for all, primary school teachers and students from ethnocultural majority groups played detrimental roles. The nature of the hidden curriculum, how to manage it, and how it functions to promote the interests of particular groups should be understood by teachers in multicultural and intercultural school environments.

Keywords: Cultural capital, Minority, Reproduction, Resistance, Equity, Quality of Education

DOI: 10.7176/RHSS/13-5-02

Publication date:March 31^st 2023