Paradoxically, the same Eurocentrism that generated the GT contributed to the emergence of the CHs, midwifed by the Marxism of the Ethiopian student movement and its application of socialist ideas and frames of thought to the Ethiopian context. [...] The rise of the Counter Histories The terms of the debate between the two traditions of knowledge have exposed the layered nature of coloniality in Ethiopian Studies. [...] Although all operate(d) along a continuum in the traditions of knowledge—with the GT at one end the CHs at the other—they predominantly subscribe(d) to one or the other of the two extremes (with perhaps the exception of the PP). [...] Not only is the disparity between the Amhara and the Oromo greatly exaggerated, but also the use of the evolutionary scheme of Eurocentrism led Baykedagn into placing the Oromo at a lower level of social evolution with regard to the Amhara (2006:828).”18 Thus, the traditional Ethiopian education system’s ethnocentric orientation and content was agreed under the auspices of the Ethiopian Orthodox T. [...] Moreover, the education sector was regarded as a key instrument in the nation-building project of the time.23 The rise of the student movement was driven primarily by issues of justice and equality concerning ‘land to the tiller’ and the ‘nationalities question’: key social challenges underpinning the CHs of the 1960s.
- Pages
- 35
- Published in
- Kenya
