Table des matières
Rebecca Rogers
Foreword: Deciphering Education at the Heart of the NationPart One. The Contradictions of the Assimilating School under Haile Selassie (1941–1974)
Chapter 1
Thinking about the Purposes of the National School System: The Ethiopian State, the USA and Wolaita- 1. School education before the Italian occupation of 1936
- 1.1 Schools of the Ethiopian Orthodox Tewahedo Church
- 1.2 Strengthening the state and avoiding colonisation
- 1.3 Missionary schools
- 1.4 Secular power invests in education at the beginning of the 20th century
- 2. The establishment of the national school system from 1941
- 2.1 Education, nation and progress in the service of autocracy
- 2.2 The United States: modernisation against communism
- 3. Bogale Wallelu in Wolaita: assimilation against oppression
- 3.1 School education in Wolaita before the Italian occupation
- 3.2 National unity and Haile Selassie cult
- 3.3 Education for emancipation
- 3.4 Uniting against opposition from the local aristocracy
- 3.5 Guiding the people towards unity and progress
- Conclusion
Chapter 2
From Homogeneity to Diversification of School Pupils in Wolaita: Classes, Genders and Generations (1941–1974)- 1. Resistance
- 1.1 Wolaita peasants against the school of the conquering power
- 1.2 Priests of the National Church against the “Catholic” school
- 1.3 A girl’s place is not at school
- 2. The first generation: the children of settlers and Wolaita state employees (1941 to the mid-1950s)
- 3. The educational action of Governor Germame Neway (1958–59): schooling the dominated
- 4. Protestant schools, the alternative path for the dominated
- 4.1 Wolaita Protestantism: moral and political regeneration
- 4.2 The rural population goes to school
- 5. Wolde-Semaet Gebre-Wold: education, planning, integration
- 6. The timid dynamics of schooling for girls
- Conclusion
Chapter 3
History, Civic Education and Literature: Defining the Nation’s Identity and Projecting its Destiny- 1. The Semitic and Christian nation
- 1.1 Myths of origins
- 1.2 Muslims, pagans and “Galla”: repulsive figures
- 2. The deified emperor
- 2.1 Solomonian legitimacy
- 2.2 Haile Selassie: from mythical hero to enlightened monarch
- 3. Rulers to admire, governed to imitate
- 3.1 Great statesmen
- 3.2 Models of governance for girls and boys
- 4. Progress or capitalist industrial society
- Conclusion
Chapter 4
The State Homogenisation Project and Social Heterogeneity: The School Space in Tension- 1. The diversity of the teaching staff
- 1.1 Priests and people who received their education before the occupation
- 1.2 Graduates of the teacher training institutes
- 1.3 Foreign teachers: Indians and American Peace Corps volunteers
- 1.4 Students of the Ethiopian University Service
- 2. Teachers: social status and working conditions
- 3. The authoritarian and martial school space
- 3.1 Paternalism and pastoral pedagogy
- 3.2 Rituals and theatre: cult of personality, patriotism, morals
- 3.3 The bodies of autocracy
- 4. School sociabilities: the violence of assigned identities
- 4.1 The schoolgirl fighter’s journey: forging oneself against the norm
- 4.2 Putting homogenisation to the test
- 4.3 The difficult transgression of social hierarchies: the dismissal of Leul-Selassie Temamo in 1953 and the brawl of 1971
- Conclusion
Chapter 5
The Nation’s Leaders: From Fidelity to Revolt- 1. The loyal generation of the 1940s and 1950s
- 2. A hijacked school space: the circulation of dissident ideas
- 2.1 The pupils: a potential political force in the heart of the city
- 2.2 The circulation of revolutionary ideas in the 1960s and 1970s
- 2.3 The politicisation of pupils in Wolaita
- 3. The campaign to eradicate thieves
- 4. Wolaita students, the nation and the revolution
- Conclusion
Part Two. Education under the Derg: Emancipation and Encadrement (1978–1991)
Chapter 6
The School Environment and The Revolution: From Political and Educational Mobilisation to the Red Terror (1974–1978)- 1. Revolutionary events and the seizure of power by the Derg
- 1.1 Civilians: against the educational reforms and the rising cost of living
- 1.2 The military: against their living conditions and the contemptuous attitude of officers
- 1.3 Military power and civil opposition
- 1.4 The adoption of Marxism-Leninism by the Derg and the revolutionary reforms
- 2. The zemecha experience: the revolution in the provinces
- 2.1 Teaching
- 2.2 Work
- 2.3 The organisation of land reform: a break between the zemach and the Derg
- 2.4 Farmers, the zemach and the Derg
- 2.5 The Red Terror
- Conclusion
Chapter 7
The Literacy Campaign: A Matrix for the New Society? (1979–1985)- 1. Eradicating illiteracy: the method
- 1.1 Building on past literacy experiences
- 1.2 The organisation
- 1.3 Using all available means
- 1.4 Rhythm and timing
- 2. Teaching: knowledge and languages
- 2.1 Knowledge: organising communities along socialist lines and improving living conditions
- 2.2 The languages of nationalities
- 3. Mobilising the masses
- 3.1 Explaining
- 3.2 Staging: departure and award ceremonies
- 3.3 Theatre and songs
- 34 Control and coercion
- 4. Educational dynamics: the masses arrive on the scene
- 4.1 Attitudes towards education at the heart of political and social transformations
- 4.2 Women engage with the literacy centres
- 5. What does reading and writing mean?
- 5.1 Vernacular or Amharic?
- 5.2 Language issues on the periphery: Gamo intellectuals against literacy in the Wolaita language
- Conclusion
Chapter 8
The Movement Towards Schools: Between Coercion and Social Demand (1978–85)- 1. Increasing the school network: a state move to conquer rural areas?
- 1.1 Building schools
- 1.2 The stranglehold over Kale Hiwot’s structures
- 1.3 The ambivalent attitude of Protestants
- 1.4 Catholics: the choice of cooperation
- 2. Community participation
- 2.1 School committees: school management and administration
- 2.2 Educational structures: territorial coverage and social control
- 3. The drivers of demand for schooling
- 3.1 Affirmation of demand for schools
- 3.2 The more problematic schooling of girls
- Conclusion
Chapter 9
Teachings: Breaking with the Past and Projecting the Future- 1. Rereading history: modes of production and the class struggle
- 1.1 The same national antiquity?
- 1.2 Contemporary Ethiopia (1): the parasitic feudal class and the decline of the emperors
- 1.3 Contemporary Ethiopia (2): the glorious history of the masses
- 1.4 … captured by the Derg
- 2. The masses: instruments of “socialist” progress
- 2.1 Presenting the socialist project
- 2.2 Humans and their environment: mode of production, productive forces, production relationships
- 2.2.1 Socialist development versus capitalist development
- 2.3 Ethiopia’s plan for the future
- 2.4 Concrete knowledge that can be applied on a daily basis
- 2.5 Women of the socialist nation
- Conclusion
Chapter 10
School Experiences: Openness and Violence- 1. The end of the cultural domination of the north?
- 1.1 Going to school: mitigating cultural barriers?
- 1.2 Discrimination in schools diminishes: status of the Amharic language, pedagogical practices and sociability
- 2. The pedagogy of the dictatorship
- 2.1 The vertical transmission of knowledge
- 2.2 The harshness of punishments
- 2.3 A hardening of gender relations
- 3. “Educating for a socialist consciousness” in action
- 3.1 Selected and trained political education teachers
- 3.2 Lessons, songs and plays
- 4. Education through work: school gardens
- Conclusion