An investigation into the place of citizenship education discourse in the curriculum of Ethiopia

Abstract

The study was intended to explore the place of citizenship education discourses and constraints along its trajectory in the curriculum of Ethiopia. The paper examines the dual function of citizenship education, serving both as a tool for empowerment and as a means of enforcing ideological discipline. It employs frameworks derived from critical theory and global citizenship education. Using a qualitative design, data were collected from policy documents, curriculum materials, interviews with secondary school teachers, school directors, and experts from the Ministry of Education, and focus group discussions with students. The study found that citizenship education in Ethiopia reflects authoritarian tendencies, limiting democratic ideals through restrictive discourse censorship. It fosters loyalty and obedience rather than promoting active participation and critical thinking. The investigation revealed structural issues in the implementation of citizenship education, notably the absence of qualified teachers, resulting in instruction by educators from different disciplines. This, in turn, affects how the curriculum is actually implemented. The intended objectives of the programme were also hindered by an unfavourable political climate and inadequate establishment of a suitable learning environment. The exclusion of secondary school students from the citizenship education curriculum is a significant issue that requires immediate attention from policymakers and curriculum developers, aligning it with global citizenship education perspective. The Ministry of Education must provide qualified teachers and promote awareness that citizenship education should not serve as a political tool. Schools are encouraged to create an environment that nurtures active, informed, and responsible citizenship among students. Rationale for this study: Citizenship education plays a vital role in preparing responsible, informed, and active citizens, making it essential for nation‐building and democratic development. However, the extent to which it is effectively integrated into Ethiopia’s school curriculum and classroom practice remains insufficiently understood. This study was conducted to examine its implementation and identify areas for improvement. Why this new findings matter: This study matters because it highlights how curriculum design restricts students’ civic engagement and comprehension, demonstrating inconsistencies between policy and classroom practices. In this study, we argue that these findings call for clearer, skillsfocused citizenship learning. Implications for educational researchers and policy makers: For educational researchers, these findings highlight the need for further research on effective teacher training approaches and the integration of citizenship education into the curriculum. Future studies should examine how professional development can strengthen teachers’ capacity to foster citizenship values and evaluate the long‐term impact of curriculum‐based citizenship education on students’ knowledge, attitudes, and civic engagement. Further, the study emphasizes the need for policymakers to revise curriculum frameworks to focus on civic competencies, critical thinking, and democratic principles, particularly for secondary students in grades 11 and 12, who should be included in the citizenship education framework.