DOCSLIB.ORG

Ministry of Science and Higher Education Anthropology September

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Ministry of Science and Higher Education Anthropology September Ministry of Science and Higher Education Anthropology September 2012 Addis Ababa Ministry of Science and Higher Education Module Title : Anthropology Prepared By : Hawassa University (HU) & Addis Ababa University (AAU) Module Writers 1. Elias Alemu (PhD, HU) 2. Dagne Shibiru (PhD, HU) 3. Getaneh Mehari (PhD, AAU) i Anthropology Course Code: Anth101 Credit Hours: 2 ChHr Abbreviations and Acronyms FGM: Female Genital Mutilation IK: Indigenous Knowledge ii IKS: Indigenous Knowledge system MoSHE: Ministry of Science and Higher Education Module Introduction: Dear Learner! Welcome to this course, Anth101. The course is expected to acquaint you with essential concept of anthropology covering a wide array of questions revolving around iii our very existence. It cover issues such as what makes human beings similar to each other? How do we differ one another? What do anthropologist mean when they talk about diversity, multiculturalism, marginalization, inclusion and exclusion? The course will enable learners grasp the different ways of being human by dealing with themes such as culture, kinship, marriage, cultural relativism, ethnocentrism, humanity, human origins, cosmologies, race, ethnicity, ethnic relations, ethnic boundaries, marginalization, minorities, local systems of governance, legal pluralism, indigenous knowledge systems, and indigenous practices and development. Contents of the module: In addition to the above mentioned themes, this module comprised the following contents: scope of anthropology, braches of anthropology, unique features of anthropology, and research methods in anthropology. Delivery Methods: The teacher or course facilitator who is assigned to deliver is recommended to make use of different active learning methods including: brainstorming, question and answer, group discussion, buzz-group, cross-over, home-works, reading assignments, peer teaching, and seldom active lecturing. Modes of Assessment: To assess the progress of student, the instructor/ the course facilitator is expected to employ a continuous assessment technique in the form of quizzes, group and individual assignments, take-home exam, final exam, term paper. The purpose of using various assessment techniques is to improve the process of students’ learning. Module Learning Competencies: Up on the successful completion of the course, students will be able to: Develop an understanding of the nature of anthropology and its broader scope in making sense of humanity in a global perspective; Understand the cultural and biological diversity of humanity and unity in diversity across the world and in Ethiopia; Analyze the problems of ethnocentrism against the backdrop of cultural relativism; Realize the socially constructed nature of identities & social categories such as gender, ethnicity, race and sexuality; Explore the various peoples and cultures of Ethiopia; Understand the social, cultural, political, religious& economic life of different ethno- linguistic & cultural groups of Ethiopia; Understand different forms marginalization and develop skills inclusiveness; Appreciate the customary systems of governance and conflict resolution institutions of the various peoples of Ethiopia; iv Know about values, norms and cultural practices that maintain society together; Recognize the culture area of peoples of Ethiopia and the forms of interaction developed over time among themselves; and Develop broader views and skills to deal with people from a wide variety of socio- economic and cultural backgrounds. Acknowledgments: v The writers of this would like to express their gratitude to the rest of the anthropology syllabus developing committee members at Hawassa University (Namely, Dr. Alemante Amera; Dr. Hanna Getachew and Ato Debela Gindola) for their enormous contribution throughout the preparation of this module. We would also like to thank Ato Alazar Lissanu (from Arba Minch University) for his valuable comments and proofreading of the module, and all anthropology instructors from Dessie University, Wollega University, Selale University, Gondar University, Jimma University and Mekelle University. Thank you for being with us from the very beginning. vi Contents Module Introduction: ............................................................................................................................. iii Acknowledgments: ................................................................................................................................. v Unit One .................................................................................................................................................. 1 1. Introducing Anthropology and its Subject Matter .............................................................................. 1 1.1 Definition, Scope and Subject Matter of Anthropology ................................................................... 2 1.2 Sub-fields of anthropology ................................................................................................................ 6 1.3 Unique (Basic) Features of Anthropology ....................................................................................... 14 1.4 Misconceptions about anthropology .............................................................................................. 16 1.5 The Relationship between Anthropology and Other Disciplines .................................................... 17 1.6 The Contributions of anthropology ................................................................................................ 17 1.7. Unit Summary ................................................................................................................................ 19 Unit Two ................................................................................................................................................ 22 2. Human Culture and Ties that Connect ............................................................................................. 22 2.1. Conceptualizing Culture: What Culture is and What Culture isn't ................................................. 23 2.2 Characteristic Features of Culture .................................................................................................. 24 2.3 Aspects/Elements of Culture .......................................................................................................... 26 2.4 Cultural Unity and Variations: Universality, Generality and Particularity of Culture ..................... 28 2.5. Evaluating Cultural Differences: Ethnocentrism, Cultural Relativism and Human Rights ............. 29 2.6 Culture Change ................................................................................................................................ 33 2.7 Ties That Connect: Marriage, Family and Kinship ........................................................................... 35 2.8 Unit Summary ................................................................................................................................. 45 Unit-Three ............................................................................................................................................. 47 3. Human Diversity, Culture Areas and Contact in Ethiopia ................................................................. 47 3.1. Human Beings & Being Human: What it is to be human? ............................................................ 48 3.2 Origin of the Modern Human Species: Homo sapiens sapiens ....................................................... 51 vii 3.3 The Kinds of Humanity: human physical variation ...................................................................... 56 3.4 Human Races: the history of racial typing .................................................................................... 60 3.5 The Grand Illusion: Race, turns out, is arbitrary ............................................................................. 62 3.6. Why is Everyone Different? Human Cultural Diversity/Variation ................................................ 63 3.7. Culture area and cultural contact in Ethiopia ................................................................................ 64 Unit Four ............................................................................................................................................... 67 4. Marginalized, Minorities, and Vulnerable Groups ...................................................................... 67 4.1 Definition of concepts ..................................................................................................................... 68 4.2 Gender-based marginalization ........................................................................................................ 69 Female genital cutting ...................................................................................................................... 70 4.3 Marginalized occupational groups ........................................................................................... 72 4.4 Age-based vulnerability .................................................................................................................. 75 4.5. Religious and ethnic minorities ...................................................................................................... 79 4.6. Human right approaches and inclusiveness: Anthropological perspectives ................................. 80 4.7. Unit Summary ...............................................................................................................................
Load more

Recommended publications
  • Revisiting Gamo: Linguists’ Classification Versus Self Identification of the Community
    Vol. 5(9), pp. 373-380, December, 2013 DOI: 10.5897/IJSA2013.0471 International Journal of Sociology and ISSN 2006- 988x © 2013 Academic Journals Anthropology http://www.academicjournals.org/IJSA Full Length Research Paper Revisiting Gamo: Linguists’ classification versus self identification of the community Hirut Woldemariam Department of Linguistics, Institute of Language Studies, Addis Ababa University, P. O. Box 1176, Addis Ababa, Ethiopia. Accepted 17 September, 2013 This study attempts to contribute to our knowledge about Gamo, a member of the North Ometo subgroup, which is one of the four subgroups that constitute the Ometo group of the Omotic language family (Fleming, 1976; Bender, 2000). This paper characterizes some of the issues in the research of language and identity. It will attempt to employ the complementary perspectives of sameness and difference between Gamo, its sisters in the North Ometo sub-branch and its dialects. North Ometo comprises of several related languages and dialects of which Gamo is one. The exact relationship amongst the Ometo languages is not well known. Not equally well known is the relationship Gamo has with its sisters and daughters. The study tries to address issues concerning with misrepresentation of the Gamo language by the existing classification in one hand and what the self perception of the Gamo community likes on the other hand. This study aimed at examining linguistic facts and the Gamo speakers’ own understandings of their identities. To this end, the study has used linguistic, anthropological and sociolinguists attempt to characterize membership of Gamo based on linguistic facts and members’ self ethno-linguistic identificationi.
    [Show full text]
  • A Model for Indigenizing the Basic Education Curricula for the Gamo Ethnic Group in Ethiopian Primary Schools
    A MODEL FOR INDIGENIZING THE BASIC EDUCATION CURRICULA FOR THE GAMO ETHNIC GROUP IN ETHIOPIAN PRIMARY SCHOOLS by Yishak Degefu Mushere Submitted in accordance with the requirements of the degree of DOCTOR OF EDUCATION in the subject Curriculum Studies at the UNIVERSITY OF SOUTH AFRICA PROMOTER: Prof. Mishack T. Gumbo November 2013 DECLARATION Student number: 47016787 I declare that A model for indigenizing the basic education curricula for the Gamo ethnic group in Ethiopian primary schools is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. ________________________ _____________________ SIGNATURE DATE (Mr.) YISHAK DEGEFU MUSHERE i DEDICATION This research is dedicated to the fathers and forefathers to whom I am indebted, and who demonstrated vigilance in preserving the Gamo ethnic culture both in the rural and the city settings despite the onslaught from the dominant Amhara ethnic culture and the modern education system. ii ACKNOWLEDGEMENTS Many people and institutions are deserving of my gratitude for their support in finishing this work. First and foremost, I am highly indebted to and extend my heartfelt gratitude to my supervisor, Prof. Mishack T. Gumbo, for tirelessly encouraging and guiding me through this study. He will be remembered throughout my life as a role model and mentor worthy of emulation. I would like to thank my wife, Elsabet, and our three children, Samuel, Eyael and Ephratha, for their unending support and tolerance, without which the completion of this work would have been unthinkable. I would also like to thank all the persons who led me on my journey to prepare the proposal for this thesis through the San Trust Programme, specifically the professors from the College of Education who conducted a workshop on research.
    [Show full text]
  • Sexual Violence and Justice in the Context of Legal Pluralism: Lessons from the Gamo Cultural Setting1
    Sexual Violence and Justice in the Context of Legal Pluralism: Lessons from the Gamo Cultural Setting1 Getaneh Mehari2and Getent Tadele3 Abstract Although the pros and cons of legal pluralism have been widely debated in academic discourses its benefits and limitations in settling sexual violence cases have not been adequately explored. Focusing on the Gamo cultural context, this study explores the implications of legal pluralism for the rights of sexually abused women. Diverse methods, including in-depth-interview and informal conversation, were employed to gather data during the ethnographic fieldwork carried out in the Gamo highlands. The findings reveal that the justice institutions functioning in the study area are informed by customary laws, state laws and the human rights norms. The plural legal settings are characterized by dynamic, competitive, and confusing scenarios in which women’s quests for justice are not adequately addressed. State justice institutions and government-affiliated women’s rights advocates have provided abused women with alternative avenues to customary justice institutions. However, state institutions marginalize customary institutions from addressing criminal cases (including sexual violence cases) despite the fact that they lack the capacity to adequately address similar cases. As a result, abused women hardly get justice as they continuously move between the available options and eventually trapped in a grey area left by the competing justice institutions. Key words: derecima, Gamo, justice institutions, legal pluralism, sexual violence 1 This article is a part of the first author’s PhD dissertation entitled ‘Betwixt and Between? Culture and women’s rights in the context of multiple legal and institutional settings, the Dorze case, southwestern Ethiopia’.
    [Show full text]
  • Goat Types of Ethiopia and Eritrea - Physical Description and Management Systems
    Goat Types of Ethiopia and Eritrea - Physical description and management systems Table of Contents by FARM-Africa The International Livestock Research Institute Alemaya University of Agriculture, Ethiopia The Ministry of Agriculture, Ethiopia The Ministry of Economic Development and Cooperation, Ethiopia FARM-Africa International Livestock Research Institute October 1996 FARM-Africa FARM-Africa specialises in agricultural development in Africa. Established in 1985, it is committed to helping the smallholder farmers and herders of Africa to help themselves, thereby breaking the cycle of famine and bringing new prosperity to neglected marginal communities. In partnership with local people, FARM's projects pioneer new strategies and techniques in crop and animal husbandry, aiming to produce more food and income in a sustainable way that does not damage the environment. Current projects cover dairy goats, pastoralist development, farmers' research, community forestry management and general rehabilitation and resettlement projects. FARM currently operates in Ethiopia, Kenya, Tanzania and South Africa. FARM-Africa, PO Box 5746, Addis Ababa, Ethiopia Tel: +251-1-553415; Fax +251-1-552143 FARM-Africa, 9-10 Southampton Place, London, WC1A 2EA, UK Tel: +171-430-0440; Fax: 44-171-430-0460; email [email protected] ISBN 92-9146-014-1 Correct citation: FARM-Africa. 1996. Goat Types of Ethiopia and Eritrea. Physical description and management systems. Published jointly by FARM-Africa, London, UK, and ILRI (International Livestock Research Institute), Nairobi, Kenya. 76 pp. This electronic document has been scanned using optical character recognition (OCR) software and careful manual recorrection. Even if the quality of digitalisation is high, the FAO declines all responsibility for any discrepancies that may exist between the present document and its original printed version.
    [Show full text]
  • The Gamo Hideworkers of Southwestern Ethiopia and Cross-Cultural Comparisons
    The Gamo hideworkers of southwestern Ethiopia and Cross-Cultural Comparisons Kathryn J. WEEDMAN ARTHUR University of South Florida St. Petersburg, Anthropology Program, 140 7th Avenue South, Davis 202, St. Petersburg, FL 33713 (USA) [email protected] Weedman Arthur K.J. 2008. – The Gamo hideworkers of southwestern Ethiopia and Cross- Cultural Comparisons. Anthropozoologica 43 (1): 67-98. ABSTRACT Hideworking was practiced prehistorically and historically in nearly every region of the world. Today hideworking is practiced using stone tools only in parts of North America, Siberia, and Ethiopia. This article reviews and explains the diversity in hideworking practices among the Gamo of southern Ethiopia, in particular focusing on the variation of the stone scrapers, han- KEY WORDS dles, and use of space. The Gamo hideworking practices and materials are Hide production, then compared to customs in other parts of the world. It is concluded that scraper, intra-cultural and cross-cultural material and practical homogeneity and handle, stone tools, diversity can only be explained through an understanding of localized histo- Ethiopia. ries in the their global contexts. RÉSUMÉ Les Gamo du sud-ouest de l’Éthiopie : comparaisons transculturelles. Le travail de la peau était pratiqué aux périodes préhistoriques et historiques dans presque toutes les régions du monde. Aujourd’hui, le travail de la peau en utilisant des outils de pierre est pratiqué uniquement dans certaines parties de l’Amérique du Nord, de la Sibérie et de l’Éthiopie. Cet article examine et décrit la diversité des pratiques du travail de la peau chez les Gamo du sud de l’Éthiopie en mettant en particulier l’accent sur la variation des grattoirs lithiques et des emmanchements et la gestion de l’espace.
    [Show full text]
  • Article Title
    Binyam Sisay Mendisu & Janne Bondi Johannessen (eds.) Multilingual Ethiopia: Linguistic Chal- lenges and Capacity Building Efforts, Oslo Studies in Language 8(1), 2016. 295–318. (ISSN 1890- 9639) http://www.journals.uio.no/osla language planning challenged by identity contestation in a multilingual setting: the case of gamo HIRUT WOLDEMARIAM abstract A common language-planning problem in places with plural societies is deciding which language should be the language of education. Indeed, decisions regarding which languages should be established as the medium of instruction (MOI hereafter) are political decisions which, if ill managed, can lead to appalling consequences. Often, political ideologies and identity contestations interact with and bring influence to on the interpretation of linguistic endeavors. Linguistic diversity in the Gamo area has become entangled with political interests in the process of (re)articulating and implementing the current multilingual language policy in Ethiopia. Contrasting positions have been taken in the course of implementation of the policy. On the one hand, the local authorities have tended to adopt a type of assimilationist approach. Considering the close genetic relationship among the linguistic groups, a common MOI has been prescribed for several ethno-linguistic groups in the former North Omo Zone. On the other hand, despite the existing strong linguistic similarities and mutual intelligibility, various groups have asserted that they differ from each other. Mutual intelligibility between them has been denied. The process has resulted in unstable language planning. The issue of identity and distinctiveness has persisted even among the sub-groups of Gamo, the focus of this study. This shows that the language of education has been viewed both as a social practice and as a symbolic system through which identity is marked and represented.
    [Show full text]
  • GRADUATE PROGRAM the Strategic Role of Public Relations in Crisis
    GRADUATE PROGRAM The Strategic Role of Public Relations in Crisis Management and Reconciliation Process in Ethiopia: The case of Burayu City Displacement Crisis Leta Feyisa Kuyu A Thesis Submitted to the Graduate Program of the School of Journalism and Communication of Addis Ababa University in Partial Fulfillment of the Requirements for the Master of Arts Degree in Public Relations and Strategic Communication June, 2019 Addis Ababa, Ethiopia The Strategic Role of Public Relations in Crisis Management and Reconciliation Process in Ethiopia: The case of Burayu City Displacement Crisis Leta Feyisa Kuyu Advisor: Ton Veen (Prof.) A Thesis Submitted to the Graduate Program of the School of Journalism and Communication of Addis Ababa University in Partial Fulfillment of the Requirements for the Master of Arts Degree in Public Relations and Strategic Communication June, 2019 Addis Ababa, Ethiopia i Declaration I, the undersigned, declared this thesis is my original work and has not been submitted or presented for a degree in any other university, and that all source of materials used for this study have been properly acknowledged. Leta Feyisa_______ ___________________________ ____________________ Name Signature Date ii APPROVAL Addis Ababa University School of Graduate Studies MA in Public Relations and Strategic Communication This is to certify that the thesis prepared by Leta Feyisa, entitled ‘‘The Strategic Role of Public Relations in Crisis Management and Reconciliation process in Ethiopia: the case of Burayu City Displacement Crisis, Oromia’’ submitted in partial fulfillment of the requirements for the Degree of Master of Arts in Public relations and Strategic Communication. It complies with the regulations of the University and meets the accepted standards with respect to originality and quality.
    [Show full text]
  • The Case of Ethnic Extremism in Ethiopia
    Preventing violent extremism in the Horn: The case of ethnic extremism in Ethiopia Policy paper by Dr. Yonas Adaye Adeto European Institute of Peace July 2019 1 About the author Dr. Yonas Adaye Adeto is Assistant Professor of Global Security and Peacebuilding in the Institute for Peace and Security Studies, Addis Ababa University, Ethiopia. He was the founding Director of IPSS (March 2007 – April 2009) and is currently Associate Academic Director in the same Institute since 2014. He obtained his PhD from the University of Bradford, UK. Dr. Yonas has published peer reviewed journal articles and book chapters on peacebuilding, peace education and global security (OSSREA, 2012; IPSS Addis Ababa, 2014; David Publishing Company, New York, 2018; Routledge, London, 2019) and policy papers on Security- Development Nexus (2006 and 2016) in the Horn of Africa. He has made academic paper presentations on African Studies Association (Chicago, 2017; Leipzig, Germany, 2018; and Atlanta, Georgia, 2018); on Global Citizenship and Peace Education (Tokyo/Hiroshima, Japan, 2017; Seoul, South Korea, 2017; Zambia, 2018). He comments and gives interviews as part of public engagement on global, regional and national security issues on EBC (Ethiopian Broadcasting Corporation), Walta, Addis TV, CGTN, and the BBC’s Focus on Africa Programmes. As part of his service to the community, he is currently working with the Ethiopian Foreign Policy Review Team, Ministry of Foreign Affairs. He can be contacted via email on [email protected], [email protected], or [email protected]. About the European Institute of Peace The European Institute of Peace (EIP) is an independent body that partners with European states and the European Union to craft strategic and effective approaches to conflict prevention, resolution, dialogue, and mediation.
    [Show full text]
  • Opportunities and Challenges of Refugees' on Host Communities
    Opportunities and Challenges of Refugees’ on Host Communities Primary Education in Itang Special Woreda, Gambella Region By Leyekun Getaneh A Thesis Submitted to The Department of Educational Planning and Management Presented in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Educational Leadership and Management Addis Ababa University Addis Ababa, Ethiopia June 2018 Opportunities and Challenges of Refugees’ on Host Communities Primary Education in Itang Special Woreda, Gambella Region By Leyekun Getaneh A Thesis Submitted to The Department of Educational Planning and Management Presented in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Educational Leadership and Management Addis Ababa University Addis Ababa, Ethiopia June 2018 Addis Ababa University School of Graduate Studies This is to certify that the thesis prepared by Leyekun Getaneh titled: Opportunities and Challenges of Refugees’ on Host Communities Primary Education in Itang special Woreda, Gambella Region and submitted in partial fulfillment of the requirements for the Degree of Master of Arts (Educational Leadership and Management) compiles with the regulations of the university and meets the accepted standards with respect to originality and quality. Signed by the Examining Committee: Signature Date _________ Internal Examiner Signature Date____________ External Examiner Signature Date____________ Advisor Chair of Department or Graduate Program Coordinator 2 Acknowledgments It is with great pleasure that I would like to express my sincere and invaluable gratitude to my advisor Zeneb Baraki (PhD), for his constructive comments and valuable suggestions. Without his unreserved assistance, it was difficult to conduct this study successfully. A special thanks and my deepest appreciation goes to my families especially my beloved wife Sara Kebede, my lovely children Genet Leyekun and Tsion Leyekun, my mother, brother, and sisters for all their material as well as moral support and encouragement.
    [Show full text]
  • Migration to Shashemene Migration to Shashemene
    Migration to Shashemene Migration to Shashemene Ethnicity, in Gunilla Bjertn Scandinavian Institute of African Studies Uppsala 1985 MIGRATION TO SHASHEMENE. ETHNICITY, GENDER AND OCCUPATION IN URBAN ETHIOPIA Doctoral Dissertation Copyright Gunilla Bjeren 1985 Cover photo and all photos except on page iii by Bo-Erik Gyberg Maps and photo on page iii by Sture BalgArd ISBN 91-7106-245-9 Stockholm: Minab/Gotab 1985 Con tents Page ILLUSTRATIONS PREFACE 1. INTRODUCTION The Problem The problem in general.The problem in particular. The problem in this book. The Study Aim of the study. Why an exploratory study? Exploring the literature 1. Exploring the field 1. Exploring the field in archives. Exploring the field 2. Exploring the data. Interpreting the results. Concepts Organization of This Book Additional Literature 2. MIGRATION TO SHASHEMENE: THE TOTAL PICTURE The Material The Road to Shashemene Birth-places. Last place of residence before arriving in Shashemene Urban Experience Before Coming to Shashemene Reasons for Moving to Shashemene Independent and dependent migrants. Reasons given for coming to Shashemene. The Road from Shashemene Summary and Discussion 3. BACKGROUND Urbanization in Ethiopia A brief review of the history of towns in Ethiopia.Characteristics of the urban system in the 1970s. Regional Background Ethnic map of the central region of southern Ethiopia. The central region of southern Ethiopia after the Amhara conquest. The two decades prior to the Ethiopian revolution in 1974. 4. SHASHEMENE IN THE 1970's The Rural Surroundings The Town The population of Shashemene. Summary 5. THE OPPORTUNITY STRUCTURE OF AFRICAN TOWNS Formal and Informal Economy Ethnicity in African Urban Areas The ethnic division of labour in town 6.
    [Show full text]
  • The Influence of Evangelical Christianity on the Development of the Oromo Language in Ethiopia
    THE INFLUENCE OF EVANGELICAL CHRISTIANITY ON THE DEVELOPMENT OF THE OROMO LANGUAGE IN ETHIOPIA by TEMESGEN NEGASSA SIBILU Submitted in accordance with the requirements For the degree of DOCTOR OF LITERATURE AND PHILOSOPHY in the subject LINGUISTICS at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: PROF L A BARNES NOVEMBER 2015 DECLARATION Student Number: 46307575 I declare that THE INFLUENCE OF EVANGELICAL CHRISTIANITY ON THE DEVELOPMENT OF THE OROMO LANGUAGE IN ETHIOPIA is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. Temesgen Negassa Sibilu ________________ November 2015 i Dedicated to the memory of Onesimos Nesib and Aster Ganno, who played a major role in the maintenance and development of the Oromo language. ii ABSTRACT This study investigates the role of the Ethiopian Evangelical Church Mekane Yesus (EECMY) in the development of the Oromo language. The main aim of the study is to provide an account of the contribution of this particular church to the maintenance and development of Oromo, which is spoken by the largest speech community in Ethiopia. The study draws on theoretical and methodological frameworks from the field of language planning and development. The main source of data was interviews and focus group discussions conducted with church leaders at different organisational levels and other members of the church community. In addition, documents found in the church archives were analysed. The findings indicate that a number of church activities have contributed to the maintenance and development of the language. These activities include translation and transliteration work of the Bible and other religious literature, literacy and educational programmes, media work as well as use of Oromo in the liturgy and church services.
    [Show full text]
  • Political Organization of Konso, Southern Ethiopia
    AN ARCHAEOLOGICAL INVESTIGATION INTO THE HISTORY AND SOCIO- POLITICAL ORGANIZATION OF KONSO, SOUTHERN ETHIOPIA By BIRGITTA K. KIMURA A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 2004 Copyright 2004 by Birgitta K. Kimura This document is dedicated to the memory of my husband, Arthur Kimura. ACKNOWLEDGEMENTS This work would not have been possible without the support and encouragement of numerous people. In particular, I am grateful to the Konso people whose interest and friendship made my fieldwork an exceptional experience. Among the Konso people I would like to specifically thank the following individuals. Dinote Kusia Shenkere and Sagoya Robia from the Cultural Bureau in Konso woreda, whose help with the research and their willingness to share their knowledge of Konso organization were invaluable. The excavations would not have been possible without the competent aid of Kusiya Shakayto, Kuse Beresha, Gelgelo Orkaydo, Kuse Orkaydo, and Gurasho Gumacho. I am also thankful to Markus Olata Challe and Gelsimo Dinote Guchano for sharing their knowledge of the history of Konso. I am deeply indebted to Aylito Orkaydo and Giloya Lemita Otto for their friendship, support and encouragement. The assistance from the Authority for Research and Conservation of Cultural Heritage (ARCCH) at the Ministry of Information and Culture in Ethiopia made the research possible. I am particularly grateful to Jara Haile Mariam (ARCCH director), Yonas Bayene, Tesfaye Hailu, Hasen Said and Mamitu Yilma for their support and assistance. I also greatly appreciate the support of Awoke Amzaye from the Southern Nations Nationalities and Peoples Regional Government’s Bureau of Culture and Information.
    [Show full text]