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Restoring Local Spiritual and Cultural Values in Science Education: the Case of Ethiopia

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Restoring Local Spiritual and Cultural Values in Science Education: the Case of Ethiopia RESTORING LOCAL SPIRITUAL AND CULTURAL VALUES IN SCIENCE EDUCATION: THE CASE OF ETHIOPIA by Solomon Belay Faris A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Curriculum, Teaching and Learning Ontario Institute for the Studies in Education University of Toronto ©Copyright by Solomon Belay Faris 2012 RESTORING LOCAL SPIRITUAL AND CULTURAL VALUES IN SCIENCE EDUCATION: THE CASE OF ETHIOPIA Doctor of Philosophy, 2012 Solomon Belay Faris Department of Curriculum, Teaching and Learning Ontario Institute for the Studies in Education University of Toronto Abstract It has been repeatedly observed that home and local context matter in the education of children. A smooth transition between home and classroom prepares children for enjoyable and meaningful life-long learning. Knowledge building in children is influenced by previous experience, values, beliefs and sociocultural factors associated with community. Against this theoretical background, the thesis examined the integration of local spiritual and cultural values to improve science education in Ethiopia. This autoethnographic research used in-depth interviews, supplementary observations and focus group discussion and my biography to identify the perception and practice of common and unique spiritual and cultural values. The study examined whether these values were included and/or excluded in the school curriculum and explored the possibilities for incorporating values in science education and the anticipated tensions resulting from their inclusion. Students, science teachers, parents, employers, curriculum experts, policymakers, elders, and religious leaders participated in the research, conducted in a randomly selected secondary school in Addis Ababa. The sampling followed a kind of snowball method, with a total of twenty key informants participating in interviews, fifteen classroom observations, and one focus group discussion. The data collection aimed at generating stories, which underlie the auto-ethnography methodology. Findings indicated that belief in and fear of God animated and sustained the Ethiopian way of life. Although spiritual teachings derived from sacred writings were the initial foundation for Ethiopian cultural norms, ii the two merged together later, creating a mosaic pervading every aspect of life in Ethiopia. Education was sustained on this merger of spiritual and cultural norms and values. It was also shown that the now century-old system of formal education did not incorporate those local spiritual and cultural values. Current science education also has little relationship to Ethiopian spiritual and cultural norms and is, therefore, in need of restoration. Findings showed that efforts to recapture local spiritual and cultural values in the curriculum may encounter obstacles and tensions. Clearly, the future of a more prosperous Ethiopia depends on the extent to which curriculum stakeholders can overcome these obstacles and put in place a relevant, contextual, and holistic education. iii Acknowledgments Above all, I would like to offer praise to the Supreme Being, Who initiates, sustains and brings to fruition every good endeavour in this universe. I sincerely believe that the writing of this thesis is part of the Creator’s plan for Ethiopia. When I came as a stranger from the far-off land of Ethiopia to the Ontario Institute for the Studies in Education (OISE) at the University of Toronto, it was Professor Wanja Gitari who provided me with the personal and academic support I needed at the time. Her support continued until the completion of my thesis. Gary Pluim, my first officemate and then very good friend, deserves heartfelt thanks for being my torch-bearer throughout my eventful doctoral studies. I cannot find the words to express my gratitude to my thesis supervisor, Professor John Wallace, for the way he patiently and wisely guided me through the process of writing my thesis. With all his other professional, family and social commitments, I realize how demanding it must have been for him to help this a non-native speaker of English, moreover one who is dealing with an interdisciplinary subject and who has high ambition and claims with less justified means. As the Ethiopian proverb goes, “for every plate God ordains a proper cover.” I also wish to offer thanks to Professor Erminia Pedretti who, as a member of the thesis committee, offered valuable advice and encouragement throughout my stay in OISE. I also would like to thank Professor Jack Miller as I benefitted a lot from his course and his advice both as a teacher and a thesis committee member. I offer my sincere gratitude to all my colleagues, to the administrative staff and the faculty members in the Department of Curriculum, Teaching and Learning who made my life easier by extending the support I needed at all times. The people I met in the Comparative, International and Development Education program will remain my life-long friends. Further, I iv express appreciation for OISE and the School of Graduate Studies of the University of Toronto, whose members showed their willingness to support me in coming from Ethiopia to conduct my doctoral studies. I am proud to be associated with this great institution, which will bless and enlighten generations to come. I sing the national anthem “O Canada” in honest tribute to Canada and Canadians for welcoming and offering me such warm hospitality. Though my childhood fantasy of Canada as a heavenly place was challenged in many ways, I continue to love and respect this great country and its people for the principles they stand for. I also thank the Baha’i, Ethiopian and Eritrean communities of Toronto for providing me with a refuge in my loneliness and physical and spiritual nourishment when I needed it. I extend special thanks to Rezene and Akeberet who were with me to the end. In all sincerity, my greatest admiration must be reserved for my wife Meskerem Wassie Alemayehu, who willingly sacrificed much of the quality time in our young marriage while I pursued my dream. In an effort to balance marriage and family life I learnt the qualities of patience and forbearance. Moreover, I am sure that many others share my feeling that the journey through doctoral studies is tough. Were it not for the fresh smiles and excitement of my son Brook at the end of each day, life would have lacked colour and become tedious indeed. Thank you, my dear son, for you are a true blessing. I would like to express my gratitude to my sample school1 in Ethiopia and to all the research participants for their valuable time and insights, which formed the core of this thesis. It is my sincere hope that the thesis will return to serve them, as it represents the fruit of their participation. 1 In order to protect all the participants in the study, I have used pseudonyms for both the school and the research informants. v Finally, I would like to express deep appreciation and gratitude to all my family and friends in Ethiopia and anywhere in the world who kept praying, encouraging and supporting me in every way possible so that I would be able to bring to an end my “endless” journey of education. If I did not have supportive family and people like Daniel, Martha, Zinash, Nigist, Issac, Genanaw, Max and Gash Adam Melaku I would have reached nowhere. May the Supreme Being bless every people and every nation. vi Table of Contents Abstract ...................................................................................................................................... ii Acknowledgments ..................................................................................................................... iv List of Tables ............................................................................................................................ xi List of Figures .......................................................................................................................... xii CHAPTER I Communal ..................................................................................................................1 Setting the Context of the Research ............................................................................................4 Research Method .................................................................................................................4 Dominant Views ..................................................................................................................4 Breadth Versus Depth ..........................................................................................................5 Definitional Issues ...............................................................................................................7 Curriculum .....................................................................................................................7 Religion.. ........................................................................................................................9 Research Subjectivity ................................................................................................................11 “Ethiopia shall soon stretch out her hands unto God.” Why Not Unto Science Too?!.............12 Ethiopia: The Country ........................................................................................................12 The Researcher ...................................................................................................................13 CHAPTER II Literature Review
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