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Curricular and Pedagogical Practices and Ethiopian Immigrant Students

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Title: Curricular and Pedagogical Practices and Ethiopian Immigrant Students
Language: English
Authors: Bitew, Getnet, Ferguson, Peter
Source: Research Papers in Education. 2012 27(3):319-342.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 24
Publication Date: 2012
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Reading Comprehension, Student Attitudes, Cultural Pluralism, Foreign Countries, Immigrants, Teaching Methods, Secondary School Students, Minority Groups, Qualitative Research, Interviews, Comparative Analysis, Cultural Background, Educational Practices
Geographic Terms: Australia, Ethiopia
DOI: 10.1080/02671522.2010.514358
ISSN: 0267-1522
Abstract: This paper explores cultural inclusion--the extent to which schools accommodate the needs and experiences of minority cultural groups to make the schools equally welcoming--and optimal learning places for all children, specifically through the curricular and pedagogical practices which contributed to the secondary school experiences of Ethiopian-Australian students in Melbourne, Australia. The study utilised a qualitative methodology, using interviews as a major data collection tool, and employed secondary school students, their teachers and parents as informants for the study. A total of 59 participants were interviewed. After the transcription and coding of the interview data, thematic analysis was used. Findings within the Australian context were compared with Ethiopian educational histories and practices to explain how students, parents and teachers felt the Ethio-Australian students were being culturally acknowledged and included within school practices where cultural acknowledgement referred to understanding and appreciating cultural diversity. The findings indicated that on a general policy level, schools were acknowledging students' cultural backgrounds; however, at the classroom level, it was very much dependent upon the individual teacher. Participants believed that the curriculum failed to consider the students' home culture at all levels. Mismatches between Ethiopian students' expectations and excepted pedagogical practices within their new learning contexts were also evident. Most students were found to be more comfortable copying lessons down from the board, reading comprehension questions, working independently, in pair or in small groups, and wanted to get comments as a correction response for their work. However, the majority of the students were not comfortable with large group and whole-class discussions, conversation and speaking in front of class. The findings indicated a need for greater curriculum and pedagogical consideration for immigrant students such as these at the classroom level. (Contains 1 table.)
Abstractor: As Provided
Number of References: 55
Entry Date: 2012
Accession Number: EJ970477
Database: ERIC
FullText Text:
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  Data: Curricular and Pedagogical Practices and Ethiopian Immigrant Students
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Bitew%2C+Getnet%22">Bitew, Getnet</searchLink><br /><searchLink fieldCode="AR" term="%22Ferguson%2C+Peter%22">Ferguson, Peter</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Research+Papers+in+Education%22"><i>Research Papers in Education</i></searchLink>. 2012 27(3):319-342.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
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  Data: Y
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  Data: 24
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  Data: 2012
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Pluralism%22">Cultural Pluralism</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Groups%22">Minority Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Background%22">Cultural Background</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink><br /><searchLink fieldCode="DE" term="%22Ethiopia%22">Ethiopia</searchLink>
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  Data: 10.1080/02671522.2010.514358
– Name: ISSN
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  Data: 0267-1522
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This paper explores cultural inclusion--the extent to which schools accommodate the needs and experiences of minority cultural groups to make the schools equally welcoming--and optimal learning places for all children, specifically through the curricular and pedagogical practices which contributed to the secondary school experiences of Ethiopian-Australian students in Melbourne, Australia. The study utilised a qualitative methodology, using interviews as a major data collection tool, and employed secondary school students, their teachers and parents as informants for the study. A total of 59 participants were interviewed. After the transcription and coding of the interview data, thematic analysis was used. Findings within the Australian context were compared with Ethiopian educational histories and practices to explain how students, parents and teachers felt the Ethio-Australian students were being culturally acknowledged and included within school practices where cultural acknowledgement referred to understanding and appreciating cultural diversity. The findings indicated that on a general policy level, schools were acknowledging students' cultural backgrounds; however, at the classroom level, it was very much dependent upon the individual teacher. Participants believed that the curriculum failed to consider the students' home culture at all levels. Mismatches between Ethiopian students' expectations and excepted pedagogical practices within their new learning contexts were also evident. Most students were found to be more comfortable copying lessons down from the board, reading comprehension questions, working independently, in pair or in small groups, and wanted to get comments as a correction response for their work. However, the majority of the students were not comfortable with large group and whole-class discussions, conversation and speaking in front of class. The findings indicated a need for greater curriculum and pedagogical consideration for immigrant students such as these at the classroom level. (Contains 1 table.)
– Name: AbstractInfo
  Label: Abstractor
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  Data: 55
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      – SubjectFull: Reading Comprehension
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Cultural Pluralism
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Immigrants
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Secondary School Students
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      – SubjectFull: Minority Groups
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      – SubjectFull: Qualitative Research
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      – SubjectFull: Interviews
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      – SubjectFull: Ethiopia
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