Hussein, J.W., Haramaya University, Dire Dawa, Ethiopia
This article reported accounts of educational jeopardy in ABC Secondary School (pseudonym) in eastern Ethiopia. The data were collected through school and classroom observations and from the reflections of schoolteachers, school administrators, school pupils, and University student teachers. The critical ethnographic research approach used in this study revealed that there was real student disengagement during the learning process. The article pointed out the historical base of blaming students for disengagement in the educational processes in the classroom and their other untenable behaviors. The article argued that stating students are unwilling or unmotivated to learn was one aspect of explaining problems as caused mainly due to the deficiencies of the victim and seeking solutions in changing the victim rather than addressing the core cause of the problem. © The Journal of Negro Education.
