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Exploring Language Uses and Policy Processes in Karat Town of Konso Woreda, Ethiopia

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Exploring Language Uses and Policy Processes in Karat Town of Konso Woreda, Ethiopia Exploring Language Uses and Policy Processes in Karat Town of Konso Woreda, Ethiopia Demelash Zenebe Woldu A thesis submitted for the degree of Doctor of Philosophy in Education at the School of Education and Lifelong Learning, University of East Anglia August 2018 © This copy of the thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with the author and that use of any information derived there from must be in accordance with current UK Copyright Law. In addition, any quotation or extract must include full attribution. 1 Abstract The thesis explores language uses and the implementation of language policy processes in a Konso ethnolinguistic community in Ethiopia. Federal education policy recognises the right of every ethnic group to use their language in primary education. However, this policy has been inconsistently implemented, and many minority languages are devalued in the teaching-learning process. Specifically, the study investigates the language uses of a Konso Karat community and the students and teachers in their school, the practices and planning of language-in-education policy in this community and the relationship between language and ethnic identity. I carried out six months ethnographic fieldwork in Karat town and interviewed officials at the Federal, Regional and Zonal levels of education system. This enabled me to explore language-in- education policy decisions on and practices of language uses in primary education and critically interrogate language policy implementation and planning in Konso ‘Woreda’/District. The study revealed that in Karat town individuals and families predominantly used Amharic or Affa Konso or both due to their different attitudes and values attached to these languages in and outside Konso Woreda. However, in this Orthodox religion, Amharic was dominantly used in the religious preaching and ceremonies. Regarding views on identity and language, findings revealed that ethnic identity and its relationship with language were largely essentialised due to a belief embedded in the Konso socio-cultural system and Ethiopian ethnolinguistic ideology. The study also showed that the primary school official policy ignored Affa Konso and its speakers and prioritized Amharic as the language of opportunity and power. However, there were some Affa Konso speaking teachers and students who valued the minority language and translated the official policy in their own ways. This experience in the teaching-learning process - along with a view that promotion of mother tongue education could enhance students’ learning - led to a Konso local language policy initiative. This policy aimed to promote Affa Konso for official uses including education but this decision was made by officials on behalf of the community. 2 Acknowledgements First and foremost, I would like to express my deepest gratitude to my PhD supervisors, Professor Anna Robinson-Pant and Dr. Sheila Aikman for their unfailing, consistent and invaluable feedbacks and insights provided throughout my PhD research journey. Their advice and guidance were magnificent in shaping, developing and cultivating my study; without their great support, my thesis would have not been realised. I am also greatly indebted to the numerous people who participated in my research, particularly, the Karat primary school students, teachers, vice head teacher, head teacher, students’ parents, clan and cultural leaders and officials and experts at the Konso Woreda education and other offices, Segen Area Peoples Zone education department, Southern Nations, Nationalities and Peoples’ Region education bureau and Ministry of Education. I also would like to express my special thanks to my family, my spouse, Tewedaj Abayneh, my son, Hiruy Demelash and my daughter, Ayda Demelash for their encouragements, and in my absence, for taking full family responsibilities. I also deeply thank Mr. Mengesha and his family for their hospitality and care during my fieldwork in Karat, Konso. I also would like to pass my gratitude to my former UNESCO Addis Ababa colleagues, Mr. Samuel Asnake and Mr. Girma Alemayehu for their encouragements and facilitating the SNNP region’s and Ministry of Education’s officials and experts to participate in my research. Finally, I am very grateful for the University of East Anglia, UK for granting me the Social Sciences Faculty PhD Studentship; without which pursuing my study in the UK was very unlikely. 3 Acronyms ABE: Alternative Basic Education AD: Anno Domino (After the Christ’s Birth) CSA: Central Statistics Agency E.C: Ethiopian Calendar EECMY: Ethiopian Evangelical Church ‘Mekana’ ‘Yesus’ EPRDF: Ethiopian People Revolutionary Democratic Front ESDP: Education Sector Development Programme ETB: Ethiopian Birr (Currency) FDRE: Federal Democratic Republic of Ethiopia FDREPCC: Federal Democratic Republic of Ethiopia Population Census Commission FGD: Focus Group Discussions FM: Frequency Modulation FMOE: Federal Ministry of Education ICT: Information and Communication Technology INGOs: International Non-governmental Organizations KLDSP: Konso Language Development Strategic Plan KMs: Kilometres MA: Master of Arts MOCT: Ministry of Culture and Tourism MOE: Ministry of Education NGO: Non-governmental Organization REB: Regional Education Bureau SNNPRS: Southern Nations, Nationalities and Peoples’ Regional State TVET: Technical and Vocational Education and Training UK: United Kingdom UNESCO: United Nations Educational, Scientific and Cultural Organization WEO: Woreda Education Office ZED: Zone Education Department 4 Table of Contents Title Page………………………………………………….……………………………………………....1 Abstract……………………………………………………………………………………………….…...2 Acknowledgments………………………………………………………………………………….…......3 Acronyms……………………………………………………………………………………………….....4 Table of Contents……………………………………………………………………………………………………………………………...5 Table of Figures……………………………………………………………….…………………………..7 Chapter One: Introduction ...................................................................................................................... 10 1.1. The Emergence of My Research .............................................................................................. 10 1.2. The Background of the Study .................................................................................................. 11 1.3. Statement of the Research Problem ........................................................................................ 14 1.4. My Research Focus and Research Questions ......................................................................... 18 1.5. Karat Town, Konso Woreda .................................................................................................... 20 1.6. Exploring and Defining Key Terms ........................................................................................ 22 1.7. The Structure of the Thesis ...................................................................................................... 24 1.8. Conclusion ...................................................................................................................................... 26 Chapter Two: Introducing Konso and Language-in-Education Policies ............................................. 28 2.1. Ethiopia ........................................................................................................................................... 28 2.2. Introducing Konso ......................................................................................................................... 30 2.2.1. A Brief Historical Account of Konso ..................................................................................... 31 2.2.2. The Konso Socio-cultural System .......................................................................................... 33 2.3. A Historical Overview of Language-in-Education Policies in Ethiopia .................................... 38 2.4. A Brief History of Education in Konso ........................................................................................ 41 2.5. My Example School, Karat Primary School ............................................................................... 43 2.6. The Current Local Politics in Konso ............................................................................................ 46 2.7. Conclusion ...................................................................................................................................... 49 Chapter Three: Research Design and Methodology .............................................................................. 51 3.1. Why an Ethnographic Approach?................................................................................................ 51 3.2. Conceptualizing My Fieldwork ..................................................................................................... 52 3.2.1. Selection of Research Settings: Region, Ethnic Group or Woreda and School ................ 53 3.3. Fieldwork Approaches and Methods ........................................................................................... 56 3.3.1. Participant Observation ......................................................................................................... 57 5 3.3.2. Interviews ................................................................................................................................. 62 3.3.3. Focus Group Discussions (FGDs) .........................................................................................
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