Integration of Indigenous Knowledge and Cultural Practices in Early Childhood Care Education Programs in Addis Ababa, Ethiopia: An Exploratoray Case Study

• In Event: 63.085 - Poster Session 13
  In Poster Session: 63.085-6 - Early Education and Child Development SIG Poster Session

Abstract

The study explored the integration of indigenous knowledge/cultural practices in early education programs in Addis Ababa, Ethiopia. Vygotsky’s sociocultural theory and Yosso’s community cultural wealth theory informed the study. Using a case study design, the study captured the voices of 20 participants serving various roles in the field of ECCE programs and documented curriculum and pedagogical practices in ten public and private ECCE programs. Except parents in private programs, other participants voiced their strong preference for indigenous knowledge/ language in early education. Teachers in private programs had to follow a western curriculum. Observations/documents highlighted the discrepancy in curriculum, materials, and classroom practices between these two types of programs. The study bears important implications for the field of ECCE.

Authors

• Hawani Negussie, California State University - Long Beach

• Jyotsna Pattnaik, California State University - Long Beach