Mulugeta Yayeh Worku
Biographic Data
| ID | 6588057 |
|---|---|
| NAME | Mulugeta Yayeh Worku |
| GIVEN NAMES | Mulugeta Yayeh |
| FAMILY NAME | Worku |
| SIGNATURE | WORKU M Y |
| AFFILIATIONS | Bahir Dar University |
| ORCID | 0000-0001-9363-961X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
ICT integration in Ethiopian teacher education from the perspective of teacher educators
This study explores teacher educators’ (TEs’) perceptions of using information and communication technologies (ICTs) in biology teaching and learning. Employing a mixed-methods design, data were collected through questionnaires with 50 TEs and semi-structured interviews conducted with 6 interviewees selected purposefully from three colleges. Findings reveal that although TEs generally hold positive views toward ICT usefulness, a substantial gap e…
The neoliberal metamorphosis of curriculum in Ethiopian higher education
This study interrogates the radical restructuring of higher education curriculum in Ethiopia, unmasking the ideological forces that have repositioned the university from a site of critical intellectual socialization to an instrument of technocratic market utility. Guided by the critical theories of Henry Giroux, Michael Apple and Michel Foucault, the research employs a Critical Policy Analysis (CPA) of a longitudinal policy ensemble, including na…
Higher education and the imperative of social reconstruction
Guided by Social Reconstructionism, this qualitative study examines Ethiopian university faculty perspectives on the nation’s multifaceted societal challenges and the higher education system’s capacity for responsiveness. Data were collected from 31 faculty members across seven public universities through Online Qualitative Surveys (OQS) and unstructured interviews. Thematic analysis reveals a shared consensus on a triple crisis characterized by …
Pedagogy of Hope in Higher Education
This study explores how higher education faculty in a conflict‐affected and fractured society express professional agency as a form of critical hope. While existing scholarship has addressed the role of education in conflict, a notable gap remains in understanding the lived experiences of individual educators. Addressing this, grounded in the theoretical framework of Paulo Freire's Pedagogy of Hope, this narrative inquiry explicates the stories o…
Access-equity tensions in education
This study aims to examine the effectiveness of educational reforms in Ethiopia in promoting access to and equity in education. Employing the distributive social justice theory and utilizing a mixed-methods research approach, the study critically analyzes policy reforms designed to enhance equitable access to secondary education. The study involved reviewing relevant documents related to access and equity in secondary education, as well as conduc…
Hybrid governmentality
This study provides a Foucauldian genealogical analysis of the power and knowledge dynamics that shaped Ethiopia’s education system from 1991 to 2018. The analysis explores how a new governmental rationality, a hybrid of the ruling party’s “revolutionary democracy” and a global neoliberal discourse, was produced and institutionalized. Using policy documents and secondary sources, the study reveals four key findings: first, the state used discipli…
Examining Gender Responsiveness in Ethiopian Educational Materials
Grounded in feminist theory, this qualitative content analysis examines gender responsiveness in Ethiopian educational materials focusing on an English textbook. Employing an adapted nine‐stage content analysis model, the study systematically explores two interconnected categories: the nature of narratives and the sensitivity of illustrations. Findings revealed substantial gender bias in the textbook, characterized by a pronounced preference for …
No prominent works on this page.
Access-equity tensions in education
This study aims to examine the effectiveness of educational reforms in Ethiopia in promoting access to and equity in education. Employing the distributive social justice theory and utilizing a mixed-methods research approach, the study critically analyzes policy reforms designed to enhance equitable access to secondary education. The study involved reviewing relevant documents related to access and equity in secondary education, as well as conduc…
Hybrid governmentality
This study provides a Foucauldian genealogical analysis of the power and knowledge dynamics that shaped Ethiopia’s education system from 1991 to 2018. The analysis explores how a new governmental rationality, a hybrid of the ruling party’s “revolutionary democracy” and a global neoliberal discourse, was produced and institutionalized. Using policy documents and secondary sources, the study reveals four key findings: first, the state used discipli…
Examining Gender Responsiveness in Ethiopian Educational Materials
Grounded in feminist theory, this qualitative content analysis examines gender responsiveness in Ethiopian educational materials focusing on an English textbook. Employing an adapted nine‐stage content analysis model, the study systematically explores two interconnected categories: the nature of narratives and the sensitivity of illustrations. Findings revealed substantial gender bias in the textbook, characterized by a pronounced preference for …
ICT integration in Ethiopian teacher education from the perspective of teacher educators
This study explores teacher educators’ (TEs’) perceptions of using information and communication technologies (ICTs) in biology teaching and learning. Employing a mixed-methods design, data were collected through questionnaires with 50 TEs and semi-structured interviews conducted with 6 interviewees selected purposefully from three colleges. Findings reveal that although TEs generally hold positive views toward ICT usefulness, a substantial gap e…
The neoliberal metamorphosis of curriculum in Ethiopian higher education
This study interrogates the radical restructuring of higher education curriculum in Ethiopia, unmasking the ideological forces that have repositioned the university from a site of critical intellectual socialization to an instrument of technocratic market utility. Guided by the critical theories of Henry Giroux, Michael Apple and Michel Foucault, the research employs a Critical Policy Analysis (CPA) of a longitudinal policy ensemble, including na…
Higher education and the imperative of social reconstruction
Guided by Social Reconstructionism, this qualitative study examines Ethiopian university faculty perspectives on the nation’s multifaceted societal challenges and the higher education system’s capacity for responsiveness. Data were collected from 31 faculty members across seven public universities through Online Qualitative Surveys (OQS) and unstructured interviews. Thematic analysis reveals a shared consensus on a triple crisis characterized by …
Pedagogy of Hope in Higher Education
This study explores how higher education faculty in a conflict‐affected and fractured society express professional agency as a form of critical hope. While existing scholarship has addressed the role of education in conflict, a notable gap remains in understanding the lived experiences of individual educators. Addressing this, grounded in the theoretical framework of Paulo Freire's Pedagogy of Hope, this narrative inquiry explicates the stories o…
Global Educational Policies and Reforms (3 works) · Higher education (3 works) · Critical theory (2 works) · Educational Theory and Curriculum Studies (2 works) · Higher Education Governance and Development (2 works) · Policy analysis (2 works) · Political science (2 works) · Power structure (2 works) · Qualitative research (2 works) · Adult and Continuing Education Topics (1 works)