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ERIC Number: EJ878427
Record Type: Journal
Publication Date: 2008
Pages: 13
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-0022-2984
Educational Jeopardy and Its Impact on Inclusive Education: A Critical Ethnographic Account from a Remote Ethiopian High School
Hussein, Jeylan Wolyie
Journal of Negro Education, v77 n2 p104-116 Spr 2008
This article reported accounts of educational jeopardy in ABC Secondary School (pseudonym) in eastern Ethiopia. The data were collected through school and classroom observations and from the reflections of schoolteachers, school administrators, school pupils, and University student teachers. The critical ethnographic research approach used in this study revealed that there was real student disengagement during the learning process. The article pointed out the historical base of blaming students for disengagement in the educational processes in the classroom and their other untenable behaviors. The article argued that stating students are unwilling or unmotivated to learn was one aspect of explaining problems as caused mainly due to the deficiencies of the victim and seeking solutions in changing the victim rather than addressing the core cause of the problem.
Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ethiopia