A phenomenological study of the lived experience of minority students: The paradox of equitable education and school practices

Abstract

The focus of this research was to understand the level at which the voices, backgrounds, and experiences of ethno cultural minority students are represented and received recognition or consideration in Ethiopia's education policy formulation context and the actual process and structure of schooling. Using a qualitative phenomenological research approach, this study investigates how the hidden curriculum manifests and shapes the lived experiences of ethno cultural minority students in Ethiopian public elementary schools. Semi-structured interviews were conducted with 32 students and 8 teachers from four ethno culturally diverse primary schools. The emerging themes were investigated using theories of hidden curriculum, cultural reproduction, multiculturalism, and culturally responsive schooling. The study's results revealed that the hidden curriculum exclusively promotes the hegemonic dominance of the cultural capital of the majority, thereby discouraging equality, equity, and social justice. Ethno culturally diverse primary schools in Ethiopia are lacking in the practical implementation of multi-cultural and culturally responsive education. The goal of achieving unity through diversity, which was not accompanied by an understanding and accommodation of our differences, resulted in unequal educational system that effectively marginalized minority students. Therefore the research recommends policymakers should eradicate such a discriminatory, inhuman social treatment and prejudiced policy and practice environment that excludes the experience, aspiration and dreams of minority students. And hence the real and concrete malpractices that the research has uncovered must be stopped with urgency. They have to design policy frameworks that are inclusive, culturally responsive and critical in order for the life goals of minority students to be realized.