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This study discusses the relevance of intercultural pedagogy in an increasingly digital and multicultural world. By exploring the intersection between intercultural pedagogy and youths’ visual culture the study aims to lay the groundwork for a pedagogical development in the field of culturally relevant pedagogy. The study brings light to the cognitive and motivational potential a pupil-oriented pedagogy has. The study also discusses limitations of intercultural and culturally relevant pedagogy, including the risks of ignoring ethnically diverse classrooms’ transcultural identities. Through the use of qualitative interviews with visual art teachers, in addition to an analysis of existing research dating back to the coining of culturally relevant pedagogy, this study examines how visual art teachers implement students’ visual cultures in the classroom and how this can be further developed into an inclusive and relevant pedagogical practice. / Denna studie diskuterar interkulturell pedagogiks relevans i en alltmer digital och mångkulturell värld. Genom att utforska intersektionen mellan interkulturell pedagogik och ungdomars visuella kultur syftar studien till att lägga grunden för en pedagogisk utveckling inom området kulturellt relevant pedagogik. Studien belyser den kognitiva och motiverande potential en elevorienterad pedagogik har. Studien diskuterar också begränsningar av interkulturell och kulturellt relevant pedagogik, inklusive riskerna med att ignorera mångkulturella klassrums transkulturella identiteter. Genom kvalitativa intervjuer med bildlärare, i samband med analys av befintlig forskning som går tillbaka till myntandet av kulturellt relevant pedagogik, undersöker denna studie hur bildlärare implementerar elevers visuella kulturer i klassrummet och hur detta kan vidareutvecklas till en inkluderande och relevant pedagogisk praktik.

African curricular reforms indicate major inherent structural defects because only the contents of the curriculum were changed. As a result, the Western cultural influences embedded in the curriculum foundations are transmitted to the students, causing the curricular material to be irrelevant and unrelated to their culture and philosophy. The focus of this study was on making the basic education curricula relevant to the socio-cultural and structural context of the Gamo ethnic group of Ethiopia. The main aim of the study was to critically analyse how the indigenization approach is conceptualized and reflected in the policies and curricula, and in the implementation of the curricula at basic education level since the adoption of the 1994 Education and Training Policy, and to produce a model suited to indigenizing the basic education curricula for the Gamo ethnic group. To this end, the study employed a critical perspective to investigate the problem. The approach and design consists of a qualitative multiple case study. The country‟s constitutions, policies and strategies were treated as one case, while two cases, one from the Gamo Gofa Zone and another from the Addis Ababa City Administration, were treated similarly, so as to study the basic education curriculum planning and implementation process. The findings of the field study disclosed that the indigenization from the ethnic group‟s perspective has some strength, but major deficiencies. In order to keep the strengths up and avoid the weaknesses, a stand-alone indigenization approach, which calls for rooting the curriculum on indigenous foundations, theories, principles and ideas derived from the culture, and a blending approach, which allows for intercultural dialogue, were suggested as feasible. The researcher believes that this approach is an alternative that could contribute towards ensuring the relevance of the basic education curriculum for the Gamo ethnic group. A model which will assist in materialising the curriculum indigenization from the Gamo ethnic group‟s perspective was suggested. The salient features of the constitutional, policy and strategy provisions were outdone by their favour for a standardization approach. They will have to be revisited, either in favour of indigenization, or the standardization thesis, since these paradigms are opposite poles. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

African curricular reforms indicate major inherent structural defects because only the contents of the curriculum were changed. As a result, the Western cultural influences embedded in the curriculum foundations are transmitted to the students, causing the curricular material to be irrelevant and unrelated to their culture and philosophy. The focus of this study was on making the basic education curricula relevant to the socio-cultural and structural context of the Gamo ethnic group of Ethiopia. The main aim of the study was to critically analyse how the indigenization approach is conceptualized and reflected in the policies and curricula, and in the implementation of the curricula at basic education level since the adoption of the 1994 Education and Training Policy, and to produce a model suited to indigenizing the basic education curricula for the Gamo ethnic group. To this end, the study employed a critical perspective to investigate the problem. The approach and design consists of a qualitative multiple case study. The country‟s constitutions, policies and strategies were treated as one case, while two cases, one from the Gamo Gofa Zone and another from the Addis Ababa City Administration, were treated similarly, so as to study the basic education curriculum planning and implementation process. The findings of the field study disclosed that the indigenization from the ethnic group‟s perspective has some strength, but major deficiencies. In order to keep the strengths up and avoid the weaknesses, a stand-alone indigenization approach, which calls for rooting the curriculum on indigenous foundations, theories, principles and ideas derived from the culture, and a blending approach, which allows for intercultural dialogue, were suggested as feasible. The researcher believes that this approach is an alternative that could contribute towards ensuring the relevance of the basic education curriculum for the Gamo ethnic group. A model which will assist in materialising the curriculum indigenization from the Gamo ethnic group‟s perspective was suggested. The salient features of the constitutional, policy and strategy provisions were outdone by their favour for a standardization approach. They will have to be revisited, either in favour of indigenization, or the standardization thesis, since these paradigms are opposite poles. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)