Analysis of disability-related Amharic proverbs and their curriculum implications

Abstract

The present study aims to analyze disability-related Amharic proverb messages, their implications, and gender orientation. To do so, a mixed research approach and descriptive survey design were applied. Data were collected through document analysis. The collected data were analyzed using thematic content analysis, frequency counts, and percentages. A total of 49 proverbs were analyzed. The analysis revealed that these analyzed disability-related Amharic proverbs were derogatory. Moreover, the findings showed that through the analysis of 49 proverbs, 11 themes (social, psychological, religious (spiritual), cognitive/perceptual, economical, anatomical, technological, advising, beauty, recruitment, health, and moral implications) have emerged. The analysis of the proverbs also revealed that most of the disability-related proverbs were gendered, while a few were gender-neutral. The overall results imply that disability-related Amharic proverbs have curriculum implications.

Keywords:

• disability
• derogatory proverbs
• complimentary proverbs and curriculum implication

PUBLIC INTEREST STATEMENT

This paper is targeted at analyzing disability-related Amharic proverbs. Amharic is an Ethiopian Semitic language spoken all over Ethiopian towns in general and by Amhara people in particular. It is the federal official language. The study is special because it focused on curriculum matters. The study also contributes to the existing knowledge and values related to disability-related Amharic proverbs in relation to curriculum

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/2331186X.2023.2290223

Additional information

Notes on contributors

Melese Negash

Melese Negash. I earned my Bachelor’s degree, Masters, and PhD in Pedagogical Science, Curriculum Studies, and Curriculum and instruction, respectively, from Bahir Dar University. Currently, I am an assistant professor at Debre Tabor University. I published six articles. I have participated in 36 research conferences. The present study is not part of any project or my dissertation rather it is a single independent academic work that is carried out only by me. For confirmation, the title of my dissertation is “INVESTIGATING THE PLACE OF AFFECTIVE DISPOSITIONS IN PRIMARY TEACHER EDUCATION CURRICULA: THE CASE OF AMHARA REGION”