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Society and State in Ethiopia for Quality Education: A Transdisciplinary Critical Discourse Analysis
Abstract
This paper deciphers how different sociopolitical variables are (re/de)constructed and implemented in education in Ethiopia between 1991 and 2018. A thorough analysis of multi-modal texts and practices in education using Trans-disciplinary Critical Discourse Analysis (TCDA) was done. The analysis revealed that Ethiopian society has been segregated and structurally sorted. Targeted groups have been given identities and positions of power through fallacious discourses in Ethiopia. The gap between the powerful and the powerless becomes mighty, and that of between the rich and the poor is broad. The discursive nature of the politically-menaced education in Ethiopia deliberately constructed a hegemonic struggle between rich and poor teachers, between students and the society in the heretic ethnic politics and cognitive pillars of the rule. The policy and its implementations are the battlegrounds in mortifying, long-established cultures, values, ethics, and power in covert and convertible discourses. Similar menaces are highlighted and remedies are forwarded.
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