REVITALIZING CIVIC LEARNING THROUGH INDIGENOUS KNOWLEDGE: EVALUATING THE INTEGRATION, INTEGRITY, AND CONTRIBUTIONS OF CITIZENSHIP EDUCATION IN ETHIOPIAN SECONDARY SCHOOLS

Abstract

Education is vital for creating informed citizens in democratic society. In Ethiopia, Citizenship Education (CE) is included into the secondary school curriculum to promote democracy and community involvement through Indigenous Knowledge (IK) infusion, though its integrity and effectiveness is debated. This research explores how well IK is included into secondary school CE, its integrity and contributions in the society using a qualitative case study. Data obtained through interviews, focus group discussions, and textbook analyses were analyzed thematically. The findings show that the integration of IK is shallow, scanty and irregular, lacks integrity, and authenticity. Nevertheless, IK integrated into CE is contributing to civic engagements in peace, respect, unity in diversity, national identity and sense of patriotism. It enhances school-based activities which cultivate essential skills like empathy, agency, and social awareness in students for developing leadership, accountability, and democratic participation in their life. The study suggests comprehensive and inclusive approaches that enable stakeholders such as curriculum developers; teachers and community members to participate in alleviating problems associated with integration, integrity to enhance its contributions.