Abstract:
The purpose of this study was to explore the perceptions and practices of academics at Education
Colleges, influencing multiculturalism and multicultural education in Central Ethiopia and Sidama
Regions. A case study research design with a thick descriptive textual narration and purposive sampling
technique was used. Data gathering instruments employed were the in-depth interviews, FGDs and
documents. The participants were forty-seven academics who have been teaching for more than three
years in the Colleges. The data were analyzed case-by-case and cross case using inductive and thematic
analysis method. Similar to both cases, the findings demonstrated that the perceptions of academics were
positive to the provision of multicultural education, but much more effort was required for its practical
applicability. Equally; self-motivation and professional commitment of academics gained worth
mentioning for efficient promotion of diversity and integration of multicultural education dimensions at
Education Colleges. The study found that multicultural education is inevitably mandatory to build
integrity, tolerance, sense of equality, equity, and social justice with the implication that it paves the ways
for academics to scale-up their own ability to apply knowledge, wisdom and gradually create a profound
awareness reconciling students‟ pluralism. A request for the opening of multicultural education as a field
of study was an emergent finding of the study. However; insufficient plan to create instructional
strategies for implementing multiculturalism and the core dimensions of multicultural education was
identified as barriers. The preparation and content selection of multicultural curriculum lacked purpose
and downloaded from the Internet. The policy-practice gap and the need for knowledge formation, skill
training and research studies were highlighted as crucial areas for improvement. The conclusion is that
genuinely constructed views and practices of multicultural education become the line of demarcation to
accommodate cultural diversities and differences. The study recommended that the Education Colleges,
Regional Education Bureaus and Ministry of Education insightfully address these gaps and enhance
academics' endeavors in using multicultural education perspectives in teaching diversified groups to meet
their specific needs. Revisiting the policy, contextualizing curriculum materials, developing pedagogical
skills and conducting problem-solving research were suggested to be reconsidered
