Issues of Gadaa Teaching: Possibilities and Challenges

Abstract

Despite the urgent demand of the Gadaa system as a solution for the socio-political and economic crises of Ethiopia, the revitalization, and the integration of the system into academic arena has faced persistent challenges. This study examines why teaching the Gadaa system matters and relate it to the state policy, resource as well as globalization issues. The study employed historical research methods and relied on the data obtained from secondary literature and oral sources. In this study I argue that efforts to revitalize and teach the Gadaa System hitherto has faced challenges from the preexisting hegemonic-education system that used to deny peoples’ identities and negates their knowing of self. The result was the problem of securing indigenous knowledge such as the Gadaa in curriculum, identifying its contents and lack of access to resources to undertake the project. The deeply contending political environment and historical narratives about the Gadaa system have been the primary challenging issues in the renaissance and recognition of the Gadaa system in the academic arena. On the other hand, the long lasting campaign to cleanse Oromumma by disintegrating the Gadaa system led to the distortion and corruption of its values and practices. This has also made the acquisition of knowledge and skills on the system a demanding issue. Thus, reconstruction of historical narratives, reform of curricula, careful works on its contents and pedagogical aspects, producing competent trainers and the institutionalization of the system itself are prerequisites of Gadaa teaching.