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AbstractThis article examines the Marxist concept of the national question and the analysis of Ethiopian reality during the Derg government (1974–1991). As the title indicates, this study explained the interplay between the Marxist concepts of national questions in general and analyzed how the nationalities questions in Ethiopia were treated under the Derg government (1974–1991) specifically. Since very recently, several studies have been done on nationalities questions particularly focusing on post-1991 ethnic-based federalism in Ethiopia. However, no attention is given to nationality issues in Ethiopia under the Marxist regime(Derg). To fill this gap, the researchers collected both primary and secondary sources. The collected data were then arranged, presented, and thoroughly examined. Ultimately, a qualitative research approach and a descriptive research design were used to interpret the data. Finally, the finding of this study concludes that the Derg regime failed to answer the nationalities question in Ethiopia based on Marxist-Leninist views. Therefore, although the Derg initially promised to answer the nationality question in Ethiopia, its promises did not go beyond words.

AbstractThe purpose of this study was to explore history teachers’ inclination toward the goals of teaching disciplinary history, active teaching methods, and their experiences with historical thinking skills during their college education and their classroom practices. The qualitative thematic analysis explores how secondary school history teachers’ beliefs and background knowledge about their subject matter influence classroom practices. It focuses on their conceptions of history and historical thinking, teaching goals, teaching methods, and instructional materials. The results revealed that teachers’ educational training and history courses significantly influence their disciplinary knowledge and teaching practices. In the quantitative phase, the findings reveal that the status of teacher experiences and efficacy with all the historical thinking skills indicators, namely, sourcing, contextualization, corroboration and explicit instruction, varies as revealed in the result section. To address this issue, the researchers suggested the need for teachers to update their professional development and incorporate historical thinking skills into classroom activities, fostering engagement and agency, and intensive training for in-service history teachers. In this preliminary phase, we use these exploratory findings and research on teachers’ conceptions of their discipline and practices of historical thinking skills to propose an interventional framework for teaching history. [ABSTRACT FROM AUTHOR]