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Social Change: a Pedagogic Inquiry of Ethiopian Ethnicity/Tribe/Gossa Alemayehu Habte

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Social Change: a Pedagogic Inquiry of Ethiopian Ethnicity/Tribe/Gossa Alemayehu Habte University of St. Thomas, Minnesota UST Research Online Education Doctoral Dissertations in Critical School of Education Pedagogy 9-2011 Social Change: A Pedagogic Inquiry of Ethiopian Ethnicity/Tribe/Gossa Alemayehu Habte Follow this and additional works at: https://ir.stthomas.edu/caps_ed_critped_docdiss Part of the Education Commons Recommended Citation Habte, Alemayehu, "Social Change: A Pedagogic Inquiry of Ethiopian Ethnicity/Tribe/Gossa" (2011). Education Doctoral Dissertations in Critical Pedagogy. 2. https://ir.stthomas.edu/caps_ed_critped_docdiss/2 This Dissertation is brought to you for free and open access by the School of Education at UST Research Online. It has been accepted for inclusion in Education Doctoral Dissertations in Critical Pedagogy by an authorized administrator of UST Research Online. For more information, please contact [email protected]. SOCIAL CHANGE: A PEDAGOGIC INQUIRY OF ETHIOPIAN ETHNICITY/TRIBE/GOSSA A DISSERTATION SUBMITTED TO THE FACULTY OF THE SCHOOL OF EDUCATION OF THE UNIVERSITY OF ST. THOMAS By Alemayehu Habte IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION September, 2011 UNIVERSITY OF ST. THOMAS. MINNESOTA Social Change: A Pedagogic Inquiry of Ethnicity/Tribe/Gossa We certify that we have read this dissertation and approved it as adequate in scope and quality. We have found that it is complete and satisfactory in all respects, and that any and all revisions required by the final examining committee have been made. Dissertation Committee ________________________________________ Eleni Roulis, Ph. D, Committee Chair ________________________________________ Jeanette Hoffman, Ed. D, Committee Member ________________________________________ Margo Lloyd, Ed. D, Committee Member ________________________________________ Final Approval Date TABLE OF CONTENTS LIST OF FIGURES 5 ACKNOWLEDGEMENTS 6 PREFACE 7 ABSTRACT 8 CHAPTER ONE: INTRODUCTION 9 Statement of Problem 10 Significance of Study 12 Design of Study 13 Limitations of Study 14 Definition of Terms 15 Organization of Study 16 CHAPTER TWO: LITERATURE REVIEW 18 A Partial History of the Russian Empire 19 Leninist Influence on Ethiopian Students 22 History of Ethiopia 30 The Reign of Emperor Tewodros II 30 The Reign of Emperor Yohannis IV 35 The Reign of Emperor Menilek II 40 The Reign of Emperor Haile-Selassie 44 Oromo/Galla Migration into Ethiopia 57 The Gada system 58 The Creation of Eritrea 60 CHAPTER THREE: METHODOLOGY 69 Research Question 71 CHAPTER FOUR: PLATONIC DIALOGUE 72 Prologue to Platonic Dialogue 72 The Participants 73 Platonic Dialogue 73 Answers to Research Question 128 CHAPTER FIVE: MY JOURNEY IN ANDRAGOGY 132 Suggestion for Future Research 136 Conclusions 136 REFERENCES 142 3 BIBLIOGRAPHY 144 4 LIST OF FIGURES Figure 1 Provincial Map of Ethiopia 26 Figure 2 Kilil Map of Ethiopia 27 Figure 3 Map of Contemporary Ethiopia 30 5 ACKNOWLEDGEMENTS A reflection on this dissertation puts me in a position where I realize that social change is and an unending task. The experience of writing this dissertation and carrying out of informal and philosophical dialogues on Ethiopian Gossa with various individuals gave me a sense of certainty that social change, after all, is indisputably possible. I would like to thank my dissertation committee, all of whom broadened the scope of my inquiry into the notion of Gossa/tribe. More particularly, I thank Dr. Roulis for helping me focus on one research method, the historical research method, and asking me a critical question, “How did Ethiopia get in such a mess?” This established the initial organization of the dissertation. I also want to thank Dr. Margo Lloyd, Dr. Jeannette Johnson, and Dr. Emma Duren for being members of my dissertation committee. I should, furthermore, thank all the members of Cohort-3 for their interest in critical pedagogy as a discipline that upholds social change. I must single out, however, and thank Jeanette Johnson for her keen interest in the multicultural aspect of critical pedagogy. Finally, I want to thank my son Natnael A. Habte and his mother Mavis Habte for their steadfast interest in my successful completion of this doctoral program. 6 PREFACE The basic context for this work is my lived experience and the lived experience of the two other people who were a part of the platonic dialogue that is the heart of this dissertation. Our lived experiences, informal education and formal education, both in our homeland and since coming to the United States were blended in the dialogue. The influences of being born and raised in Ethiopia are evident in this dissertation even though it was edited to formalize the writing for the purpose of the dissertation. Among the elements that are evident is the repetition of stories and historical information in chapters two and four. A great influence is the oral tradition of repetition to commit things to memory. The repetition has been left to reflect my voice and my authorship of this dissertation. Chapter four, A Platonic Dialogue was edited for spelling errors only, the remainder is the voice of three Ethiopians in a dialogue about the meaning of nation, nationalities, Gossa/tribes and how these have contributed to the mess in our home country of Ethiopia. My greatest hope is that those who read this will understand that we who come from the Horn of Africa do not have violence and inhumanity in our nature, and that the current unrest, violence and political upheaval in that part of the world have more to do with colonialism and conquest of our country by foreign interests. 7 ABSTRACT The ultimate purpose of this dissertation is to explore social change, as characterized by critical pedagogy, within Ethiopian Gossa (in English tribes). Critical pedagogy, as a discipline, is vociferous against oppression of any form. The mechanism it uses to accomplish social change is adult education. Adult education within the framework of critical pedagogy is dialogical in nature and grounded in the daily lives of human beings. The fact of its nature being dialogical is, empowering and brings critical consciousness into being. Critical pedagogy is said to be empowering in the sense that it affirms, confirms, and upholds the truth and validity of one’s experience as a springboard into the dialogue. This is where individuals take charge of their own experience and assert them. This dissertation is about the dialogue of Ethiopians who are asserting their experiences and the lives they have lived, or are living. Their views on ethnicity/tribe/Gossa are reflective of their experiences and social knowledge. The dialogical aspect of critical pedagogy is where critical consciousness is brought into being. In this dialogical aspect, there is the give and take of ideas, concepts, beliefs, arguments and counterarguments. Consequently, this is where people change their minds about their views or just maintain the status quo. In this researcher’s view, Vladimir Lenin’s doctrine of self-determination was the foundation for the current problems of ethnic strife within Ethiopia. A study of Russian history, revolving around this doctrine, is made to demonstrate its inapplicability to effective government in Ethiopia. Furthermore, a rigorous philosophical examination of the notion of ethnicity or Gossa is made to pave the way for social change. 8 CHAPTER ONE: INTRODUCTION The socio-political atmosphere in Ethiopia today is filled with tension at people-to- people, and political levels. People are not friendly towards each other, and they do not trust each other. This distrust came into existence during the period of the socialist government which governed from 1974-1991. The early months, of the socialist government were characterized by a great deal of bloodshed. Although the Leninist language of nations and nationalities was used in the 1960s by the leadership of the student movement, the social government put it into official use, resulting in the tribes being recognized as nations. Here, the critical point to note is that no explanation or justification was given as to why the tribes were being viewed as nations. The concept of nations and nationalities became prominent within the Marxist-Leninist framework, which characterized the revolutionary aspect of the socialist government. People were shot on the spot, if, for some reason, they were deemed to be counter-revolutionaries. Personal grudges became an excuse for killing anybody with whom the person doing the killing had a political or personal disagreement or falling out. The socialist government, with the help of United States, was replaced by the current tribe-based government. The tribe-based government took the concept of nations and nationalities and made it part of the Ethiopian constitution, which will be further discussed in the dissertation. Once again, no justification was given for the use of the Leninist language of nations and nationalities, but Prime Minister of Ethiopia, Meles Zenawi, was a part of the student movement in the 1960’s, which made broad use of this language. The political atmosphere became tense and hostile after the assumption of power by the current tribe-based government. There are three actions that this government took that Social Change: A Pedagogic Inquiry of Ethiopian Ethnicity/Tribe/Gossa 9 demonstrated its hostility for the people of Ethiopia. I should point out parenthetically here that the tribe-based government is a government crafted by a few members of the Tigre tribe, rather than one decided by representatives of a majority of the tribes. The three actions were: 1. The government fostered and realized the secession of Eritrea. 2. The government made sure that the two Red Sea ports of Massawa and Assab were ceded to Eritrea, thereby making Ethiopia landlocked. 3. The internal provincial territories were restructured into tribal enclaves called Kilil. What is important to know at this point is that the people of Ethiopia had absolutely no say when all these things were done. They were not included in the decision-making process. In other words, the will of the people was totally disregarded.
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