A Critical Analysis of Ethno-Linguistic Diversity Discourses in Ethiopian Government Universities

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A Critical Analysis of Ethno-Linguistic Diversity Discourses in Ethiopian Government Universities A Critical Analysis of Ethno-linguistic Diversity Discourses in Ethiopian Government Universities Kibrework Lemma Kibret A PhD Dissertation in Applied Linguistics and Development Addis Ababa University May, 2014 Addis Ababa, Ethiopia A Critical Analysis of Ethno-linguistic Diversity Discourses in Ethiopian Government Universities A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Applied Linguistics and Development A Joint Program of Departments of Foreign Languages and Literature and Linguistics College of Humanities, Language Studies, Communication & Journalism, Graduate School of Addis Ababa University By; Kibrework Lemma Kibret Supervisor: Gideon P.E.Cohen (PhD) May, 2014 Addis Ababa, Ethiopia 2 ACCEPTANCE This dissertation, entitled A Critical Analysis of Ethno-linguistic Diversity Discourses in Ethiopian Government Universities by Kibrework Lemma Kibret was accepted by the committee members in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics and Development at the Graduate School of Addis Ababa University. Committee Chair: __________________ External Examiner: _________________ Signature: ________________________ Signature: ________________________ Date: ____________________________ Date: ____________________________ Internal Examiner: _________________ Advisor: __________________________ Signature: ________________________ Signature: _________________________ Date: ____________________________ Date: ____________________________ iii Abstract This dissertation is concerned with the way ethnic and linguistic categories are sustained in the daily talk of university students. Language contact and its social consequences in the universities are discussed in an attempt to shed light on ethno linguistic diversity discourses. I argue against the notion of ethno-linguistic categories as immanent cognitive structures whose existence can be taken for granted. The categories are constructed recurrently in students discourses. One of the greatest challenges of Ethiopian government universities is ethnic and linguistic diversity because the notion of diversity falls prey to atomized competitions, hostility or conflicts. The representations of ethnic categories are studied by analyzing recorded discussions on ethnically sensitive issues. To this end, Critical Discourse Analysis (CDA) design was employed, taking universities as a case. The research was interested in how ethno-linguistic diversity constructed among the students, while the experiences of diversity are very closely inter-related with students' day-to-day life. Examples from five universities on the construction of ethno-linguistic diversity discourses are used to illustrate the major challenges. In the research framing key findings about ethnic and language differences have done. As a result, the study came up with the findings of ethnic epithets, ideological differences, the differences of ‘us' and ‘them', prejudice, ethnocentrism are the major discourses. They were found to be causes for the on-campus inter-ethnic conflicts that occurred recurrently. The disagreements also manifested in forming in-group and out-group demarcations based on ethno-linguistic diversity. In such a case, sensitivity to ethnic diversity was also the other factor, which led students to conflict. The ways in which categorical constructions are represented vary in the identified discourses. Student used different criteria for constructing ‘us‐them’ distinctions. For one thing, they develop strategies for reconstructing the predominant distinction between ‘us' and ‘them'. Attention is also focused on exploring the use of language in legitimizing the representations. In some cases, notions of ethno-linguistic freedom, equality and tolerance used in wrong ways and construct ethnic diversity conflicts. In general, ethnic and linguistic diversity tolerance, mutual respect, inter-group harmony and the celebration of differences were lacking in the studied universities. There was a progressive erosion of ethno linguistic tolerance in spite of the recurrently ethnical based discourses. There seem to be simmering ethnic and linguistic diversity conflicts. The research recommended, multicultural education of ethno-linguistic diversity tolerance might be provided as a significant move to reduce the problem. iv Declaration I hereby declare that this thesis is my own work, and that it contains no material that has been accepted for the award of any other degree or diploma in any university or other tertiary institution. To the best of my knowledge and belief, this thesis also contains no material previously published or written by another person, except where due reference has been made in the text. Kibrework Lemma Kibret Signature: ____________ Date: ________________ v Acknowledgments The preparation of this thesis has only been possible with the help of God and my thanks are therefore primarily due to Him. Through His many blessings I was given invaluable assistance by a number of people to whom I would like to extend my gratitude. First and foremost I would like to thank my supervisor, Dr. Gideon P.E. Cohen, who tirelessly provided corrections and insightful comments. I was also assisted greatly by Dr. Jochem Tolsma from the Netherlands who commented on the draft of the dissertation, besides giving me a free copy of his book done on ethnic diversity in his home country. I am also thankful to Prof. Subba Rao, who was an expatriate staff member of the Department of Foreign Languages and Literature, for the insightful comments in the early stages of this work. I am also grateful to my research participants for devoting time from their classes for the interviews and focus group discussions. My special thanks go to my wonderful children, Biruk Tibebu, Nathnael Adissu and Danat Adissu. They endured a lot to ensure that my five years' stay in the PhD program went smoothly. To them, I am deeply grateful. Nati was the best research assistant even though at his age he naturally would not have a full grasp what the research meant. Danat supported me in packing my baggage whenever I travelled to those four universities to collect data. I treasure the patience of my husband, Adissu Meshesha, throughout the entire five-year project. I would like to say a special thank you to my mother Ehitabezehau W/Mariam and my brother Dr. Adam Lemma Kibret, for giving me the strength to reach for the stars and chase my dreams. I wish also to thank Girma Mageru for all his work in editing parts of the dissertation. My sincere gratitude goes to the Graduate School of Addis Ababa University and especially Dr. Melaku Wakuma for helping me with the opportunity of travelling to Germany, France, and participating and presenting my paper at the International Conference of Topics in Applied Linguistics held in Opole University, Opole Poland. The following valued colleagues deserve special mention: Kelemua Mengesha and Tsegaye Aregay for their constant support, inspiration and encouragement. I must acknowledge my friends, Aynalem Dabi, Tereza Nega, Tsige Tsegaye and Etenesh G/Michael for always being there as true friends in times of critical need and I offer my most sincere thanks to them for their unfailing support and encouragement. I am grateful to my family members, Tesfa Kinfe, Betre Lemi, Yohannes Lemma, Eskinder Lemma and particularly Elyas Denbola,who never hesitated in assisting wherever he could. I extend my appreciation to numerous people too many to name who reached out at different times of the doctoral program. I thank you all! vi Dedication This Dissertation is Dedicated to Dr. Michael Daniel Ambatchew his advocacy, bravery and independence has been a source of immense personal and scholarly inspiration. vii Table of Contents Pages Title Page………………………………………………………………………………… I Acceptance……………………………………………………………….. ……………….. II Abstract………………………………………………………………..……………….. .. III Declaration……………………………………………………………………………… IV Acknowledgement………………………………………………………………………... V Dedication………………………………………………………………………………….. VI Table of Contents…………………………………………………………. ……………….. VII List of Appendices………………………………………………………………… ……… XII List of Figure and Table……………………………………………………………… XIII Abbreviations…………………………………………………….……… ………………. XIV Definitions of Key Terms……………………………………………….. ……………….. XV Chapter One: Background of the Study 1.1 Why Ethno-linguistic Diversity?................................................ ........................ 1 1.2 Researcher’s Insight……………………………………………………………. 2 Chapter Two: The Research Problem 2.1 Incidents of Ethno Linguistic Conflict………………………………………… 4 2.1.1 Global Cases…………………………………………………………. 4 2.1.2 Cases in Ethiopia……………………………………………………. 5 2.2 Statement of the Problem……………………………………………………… 8 2.3 Objectives of the Study……………………………………………………… 11 2.3.1 General Objective……………………………………………………. 11 2.3.2 Specific Objectives………………………………………………….. 12 2.3.3 Research Questions………………………………………………….. 12 2.3.4 Scope of the Study………………………………………………….. 13 2.3.5 Significance of the Study……………………………………………. 13 viii 2.3.6 Limitations of the Study……………………………………………… 14 2.3.7 Organization of the Study…………………………………………… 14 Chapter Three: Context of the Study 3.1 Who and Where Is Ethiopia?.................................................................................. 16 3.1.1 Invention of Ethiopia……………………………………………………… 16 3.1.2 Languages of Ethiopia…………………………………………………….. 17 3.2 Ethiopia Under Menelik's Expansion…………………………………………….. 19
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