A SEMINAR ON REVIVAL OF OROMUMMAA THE OROMO COMMUNITY ORGANIZATION, WASHINGTON, DC SEPTEMBER 1, 2012.

Slides:



Advertisements
Similar presentations
Sports in Society: Issues & Controversies
Advertisements

Iranian Women’s NGOs Pushing Forth A Womans Agenda.
Equality of Women and Men: Issues of the 21 st Century Sylvia Kaye University of Botswana.
One Teacher’s Experience from the province of Manitoba Sandra Pacheco Melo September, 2011.
EstándAres Claves para Líderes Educativos publicados por The Interstate School Leaders Licensure Consortion Standards (ISLLC) desarrollados por The Council.
Political Culture and Socialization (System Level)
INTERNATIONAL UNION FOR CONSERVATION OF NATURE. 2 Implemented in 12 countries of Africa, Asia, Latin America and the Middle East, through IUCN regional.
Political Culture & Socialization. Political Culture Public’s ____________________ toward & their ______________ within the political system – Supportive.
Political Culture.
Aspects of Culture.
Essence of Effective Leadership March 31-Apr 3, 2015 GARRY JACOBS WAAS AND WUC offer A WEBINAR ON 1 Process of Leadership.
Education -is teaching people about various subjects usually in school BASIC PURPOSE : TRANSMISSION OF KNOWLEDGE.
POLITICAL CULTURE Fundamental Values, Sentiments, & Knowledge.
Applying Elitism …. CXS Education Occupation Income Family Background Inter-relationship Formal (business partnership) Informal (social relationship) Executive.
SPICE Themes The five AP World History themes serve as unifying threads through which students can examine broader themes throughout each period.  Themes.
NEW DEVELOPMENTS in HUMAN RIGHTS EDUCATION IN EUROPE Audrey Osler University of Leeds International Conference on Human.
February 8, 2012 Session 4: Educational Leadership Policy Standards 1 Council of Chief School Officers April 2008.
Practicing the Art of Leadership: A Problem Based Approach to Implementing the ISLLC Standards, 4e © 2013, 2009, 2005, 2001 Pearson Education, Inc. All.
Cultural Competence “Whenever people of different races come together in groups, leaders can assume that race is an issue, but not necessarily a problem.”
 Ideology is a motivating force for a nation, which is striving hard to bring stability and homogeneity to its nationhood.  It provides the cement-binding.
DOMESTIC VIOLENCE FAIRNESS AND CULTURAL CONSIDERATIONS
Webinar: Leadership Teams October 2013: Idaho RTI.
Independence in India 15 th, August Activating prior knowledge The British Raj Period of direct British rule of India, and the system of governance.
Education For Sustainable Development
1 The White Paper on “Intercultural Dialogue” Christian International Organisations at the Council of Europe November 2009 Intercultural Dialogue The Council.
Li Wei UCL Institute of Education. Structure and Content  Rethinking ‘community language’ and ‘community language education’ in the global perspective.
Spirituality, politics, law and ideology Plan: 1. Spirituality and politics - social phenomena, their difference, relationship, social functions. 2. Spirituality.
Second Alexandria Education Convention Intercultural Citizenship Education in the Euro-Mediterranean region Overview of inputs by participants 16 December.
T he Istanbul Principles and the International Framework Geneva, Switzerland June 2013.
BUILDING CAPACITY THROUGH PROFESSIONAL DEVELOPMENT AND INSTRUCTIONAL LEADERSHIP DR. SANDRA J. MOORE DR. ROBERT C. MCCRACKEN RADFORD UNIVERSITY COLLEGE.
Unit 3: Cultural Geography. Cultural geography is the study of the impact of human culture on the landscape. This includes aspects such as population,
Education That Is Multicultural
Language and Learning: MLE Initiatives in Nepal Nordic Conference Denmark June 2012 Lava Deo Awasthi, PhD
ANIE IE Research Workshop Objectives towards a Curriculum Development University of Pretoria July 4-5, 2011 Rafael Capurro International Center for Information.
Intercultural Dialogue and the European Higher Education Area The People’s Friendship University Sochi, May 2010.
Post, post, post Structuralism to Post-structuralism Context is relevant Parts are as important as the whole and can change meaning of the whole How.
Wilson Chapter 4 Political Culture. Objective Students will take notes and engage in a small group discussion in order to describe American Political.
A Relational Model of Leadership. Process Oriented InclusiveEmpowering Purposeful Ethical.
Education For Sustainable Development. Introduction -It has been acknowledged that there Is no single route to sustainable Development.Furthermore, it.
“Participation is a Goal, not just a Means, in NFPs.” Margaret A. Shannon, Ph.D. COST Action E-19 Vienna, September 15, 2003.
Ch. 6 Family, Culture, & Community
Muslim Leaders of Tomorrow 2006 Copenhagen, Denmark American Society for Muslim Advancement In partnership with Cordoba Initiative.
Public Sector Duty: Putting Equality and Human Rights at the Heart of the National Drugs Strategy NIALL CROWLEY.
Perez - Varis ICT and the Culture of Peace Tapio Varis, professor emeritus UNESCO Chair in Global e-Learning University of Tampere, Finland Acting.
Period 3: Key Concept 3:1: Br. Attempts to assert tighter control over its N. Am. Colonies & the colonial resolve to pursue self-gov. led to.
Multicultural Education
Angela M. Rios EDU 660 September 12,  Shared decision making leads to better decisions  Shared instructional leadership includes ◦ the supervisor.
International Baccalaureate Middle Years Programme IB MYP.
Middle Years Programme The unique benefits of the MYP.
Quality Assurance as An Empowerment Tool for Women: A Case from Saudi Arabia INQAAHE Conference, 2009 Dr. Eqbal Z. Darandari King Saud University NCAAA.
Cultural Homogeneity and National Identity: The Transformational Impact of Human Rights Law R. Joseph Harte Assistant Professor Kyung Hee University College.
Minding the Gap How engineering can contribute to a liberal education.
THE OROMO IN EXILE: CREATING KNOWLEDGE AND PROMOTING SOCIAL JUSTICE Asafa Jalata, Ph.D. University of Tennessee – Knoxville The 2010 Annual Meeting of.
Toward A Psychological Liberation and Oromo Empowerment Asafa Jalata Paper Presented at the 2012 OSA Annual Conference, University of Minnesota, MN July.
Strategic Plan: Goals, Objectives & Success Measures Administrative Forum, South Campus June 17,
A Modern Economy Requires a Modern State
5 Themes of AP World History
Chapter 23: Building Community
Toward A Psychological Liberation and Oromo Empowerment
Understanding Cohesion and Integration
Equality and Diversity
Globalization and National Cultures.
Social Studies Key Issue To what extent should we embrace an ideology?
Globalization and National Cultures.
Education That Is Multicultural
5 Themes of AP World History
5 Themes of AP World History
5 Themes of AP World History
Authoritarianism.
5 Themes of AP World History
Presentation transcript:

A SEMINAR ON REVIVAL OF OROMUMMAA THE OROMO COMMUNITY ORGANIZATION, WASHINGTON, DC SEPTEMBER 1, 2012

Introduction - 1 Conceptual clarification: Oromummaa has two related meanings: (1) conventional Oromummaa, (2)national and global Oromumma (as political and ideological projects); Conventional meaning of Oromummaa - understood by most Oromos; and the second meaning - less understood; it involves several factors; Knowing all aspects Oromummaa- for building a more united national movement;

Introduction - 2 Five major points: (1) Features of conventional Oromummaa-major cultural-historical markers that make the Oromo different from other nations; (2)Ethiopian mechanisms for suppressing Oromummaa; (3) Oromo diversity and national unity; (4) Oromummaa as history, culture, identity, and nationalism; (5) Oromummaa - the foundation of survival and unity for social emancipation/national liberation;

The Essence and Meaning of Conventional Oromummaa - 1 Conventional Oromummaa: 1) as the total expression of Oromo peoplehood, it developed from history, culture, and tradition; 2) encapsulates a set of fundamental beliefs, values, and moral codes; 3) emerged out of the Oromo experience of several centuries; 4) encoded and expressed in Afaan Oromoo; 5) the colonialists could not destroy this language and conventional Oromummaa;

Conventional Oromummaa - 2 6) Pushed underground in rural areas; 7) Our knowledge of conventional Oromummaa is fragmented and limited; 8) For generations, Oromummaa knowledge was transmitted though oral discourse; Oromo scholars and others were not allowed to adequately study about Oromo society; 9) Oromo self-knowledge has been suppressed to kill Oromummaa and replace it by Ethiopianism; 10) Lies and misinformation have been produced, packaged and disseminated about the Oromo;

Conventional Oromummaa ) the Oromo have been depicted as primitive and stateless people; the Oromo government was despised and depicted as a backward; 12) Gadaa/Oromo government has been the emblem of Oromo civilization and Oromummaa; 13) conventional Oromummaa was constructed on the principles of peace (nagaa) and the rule of law; 14) The rule of law was formed through involving all members of the community in active participation, debate, consent, and democratic means;

Conventional Oromummaa ) the rule of law was maintained through promoting accountability, justice and fairness for all; 16) the gadaa government protected the interests of all Oromos and others on the principles of equality and egalitarian democracy; 17) the gadaa system also helped in maintaining the relationship among Waqaa, nature, and society in a balanced way; it established accountability in all relationships;

Conventional Oromummaa ) Oromo institutions, such as gadaa, siqqee, qaallu, Waaqqeffannaa, as well as Oromo worldview, philosophy, cultural Practices, and Afaan Oromoo have imprinted an indelible and enduring mark on Oromummaa; 19) How did Ethiopian colonialism suppress conventional Oromummaa? 20) Why do the Amhara and Tigrayan elites hate Oromummaa while promoting Ethiopianism?

Colonialism & Suppression of Oromumma -1 1) Consequences Euro-Abyssinian colonial war – a)societal destruction; b) the reduction of the Oromo population by half; c) the elimination of independent Oromo leadership and the creation of an Oromo collaborative class 2) the destruction or suppression of Oromo institutions, such as family, gadaa, siqqee, Waaqeffannaa and their replacement by that of the Habashas; 3) The destruction and suppression of Oromummaa; how and why?

Suppression of Oromummaa-2 o A) the partition of the Oromo under colonial administrative regions; B)introducing the Habasha ruling ideas and religion – despising everything Oromo and glorifying everything Habasha; C) introducing an inferiority complex and self- hatred; D) internalizing these beliefs and changing an original Oromo religion and taking Habasha and Arab names, religions, values, and norms;

Suppression of Oromummaa -3 E) internalizing borrowed identities and the values of colonial institutions; starting to use borrowed religious identities and sub-identities; F) Oromummaa of the gadaa republic was fractured and reduced to colonial regional identities and religious and clan identities; G) divided Oromos were led by colonial administrators and their subservient assimilated Oromo leaders; H) oppression without and within;

Suppression of Oromummaa - 4 I) the Habasha/white/Arab values have been internalized and imprinted in our minds; J) the Oromo worldview was replaced with that of the tormentors; K) the colonial education produced Oromo elites who are totally estranged from the Oromo way of life; these elites are fascinated by the ideas and knowledge of their tormentors; L) colonial education convinced them their inferiority;

Suppression of Oromummaa - 5 M) colonialism sought to introduce to Oromo society the death of Oromo culture and identity; 4) The founding fathers and mothers of national Oromummaa (Oromo nationalism) in the 1960s and 1970s understood what Ethiopian colonialism brought to the Oromo nation: A) These nationalists were challenged by both external enemies and internal enemies; B) Oromo nationalist leaders were decimated, and Oromos were not allowed to develop liberation knowledge to challenge oppression without and within;

Suppression of Oromummaa - 6 C) National Oromumma requires resisting oppression on three levels: 1) the level of personal biography; 2) the community or group level; 3) systematic level of social institutions and organizations; D) our people have been denied these opportunities because of the decimation of the quality leadership and lack of education; E) Political ignorance and lack of political consciousness are the two major enemies in addition to the colonial tormentors;

Suppression of Oromummaa - 7 F) How can we defeat the two major enemies before we defeat the colonial tormentors? 1) Achieving liberation knowledge and engaging in the processes of self-discovery and self- definition; 2)Restoring the best elements of our traditions like gadaa and siqqee; 3)Raising political consciousness; 4) Building national Oromummaa, recognizing and celebrating Oromo diversity and unity;

Diversity, Unity and Oromummaa- 1 1) Recognizing our diversity and national unity by openly discussing them; 2) Exploring how adherents of Waaqeffannaa, Islam, and Christianity can promote Oromummaa by recognizing the positive role that religion and ethic play; 3) Consciously preventing the divide and conquer strategy of the internal and external enemies based on religions and regions; 4) Knowing that the Oromo are a diverse and heterogeneous people;

Diversity, Unity and Oromummaa- 2 5) The Oromo diversity is applies to professional, religious, class, regions, and gender divisions; 6) National Oromummaa facilitates the social construction of an Oromo national identity; 7) Collective identities are not naturally given, but are outcomes of the political mobilization process; we have to reach a common understanding of our national identity through hard work and open discussion; 8) avoiding cliquish or group practices in Oromo national or organizational affairs;

Diversity, Unity and Oromummaa- 3 9) Understanding and practicing national Oromumma through the mobilization of all Oromo groups; using gadaa principles in dealing with Oromo diversity and unity; 10) Overcoming the lack of political consciousness through political education; 11) National and global Oromummaa can be built on diversity and unity by overcoming the following three Oromo political problems:

Diversity, Unity and Oromummaa- 4 A) Low level of cognitive liberation; B)Low level of global awareness; C) Low level of political experiences and organizational deficits; 12) The Oromo national movement must also accomplish the following: A) Creating a platform using an alternative knowledge of liberation; B)Overcoming organizational shortcomings on many levels; C) Embracing the ideology of national Oromummaa;

Oromummaa as Identity, History, Culture, and Nationalist Ideology - 1 1) The Oromo national movement started to restore and revitalize national Oromummaa by overcoming several obstacles; 2) The movement has been confronted by external and internal enemies; the response from the Oromo was slow because of several reasons; 3) It took the founders of the movement almost four decades to introduce national Oromummaa to the Oromo people – this introduction happened in 1991;

Oromummaa as Identity, History, Culture, and Nationalist Ideology - 2 4) Realizing the responsiveness of the Oromo to national Oromummaa, the new nafxanyas with their Oromo collaborators opened a war on the movement; 4) The TPLF/OPDO has stagnated the maturation of national Oromummaa by denying it national organizations and institutions; 5) All these happened before the emergence of ideological coherence and nation organizational capacity;

Oromummaa as Identity, History, Culture, and Nationalist Ideology - 3 6) What is the difference between national Oromummaa and Oromoness (or being Oromo)? A) you may be an Oromo and lack national Oromummaa; B)national Oromummaa goes beyond being Oromo; C) having national Oromummaa is demonstrated by understanding the Oromo issues and participating in the Oromo national struggle; D)involves in participating in the restoration and development of Oromo history, culture, identity, and vision;

Oromummaa as Identity, History, Culture, and Nationalist Ideology - 4 E) struggling for empowering the Oromo nation to achieve individual and collective human liberation; 7) What is national Oromummaa? A) It is an aspect of Oromo history, culture, identity, and nationalism; B) It is an intellectual and ideological project and vision; C) It is a complex and dynamic national and global project – national Oromummaa and global Oromummaa – both reflect Oromo democracy

Oromummaa as Identity, History, Culture, and Nationalist Ideology - 5 8) How can we acquire all aspects of Oromummaa? Through learning about Oromo history and culture from antiquity to present and restoring Oromo democracy and sense of justice; 9) The necessity of recognizing and intensifying the development of national and global Oromummaa for unifying and consolidating the Oromo national movement; 10) National and global Oromummaa as the national ideology enables us to engage in the process of self- discovery and self-definition to promote the Oromo national struggle for liberation and democracy;

Oromummaa as the Unifying Ideology of the Oromo National Movement -1 Packaging national and global Oromummaa into national symbols, norms, values, and policies: A) developing a common denominator for understanding and forming unity among Oromo communities and political forces; B) Mobilizing the best elements of Oromo cultural and political practices for building national institutions and organizations; C) Agitating and mobilizing the nation for well- organized and coordinated collective actions;

Oromummaa as the Unifying Ideology of the Oromo National Movement -2 D) Knowing and overcoming our ideological and political crises, such as lack of political experience, borrowed cultural and political practices, abandonment of our democratic tradition, lack of open dialogue and conversation, and political fragmentation; E) Building dynamic and effective Oromo-centric national leadership from bottom-up; F) Overcoming inferiority complex and defeating an Oromo collaborative class; G) Educating our people the importance of diversity and unity in our national movement;

Oromummaa as the Unifying Ideology of the Oromo National Movement - 3 H) Intensifying the struggle for cognitive liberation to revolutionize our people on individual, group, and collective levels; I) Teaching our people the importance of open and democratic dialogue and conversation based on the principles of Oromo democracy, justice, nagaa (peace), and fairness; J) Building national institutions and organizations that protect Oromummaa while expanding it; K) Struggling for restoring a national assembly of Gumii Oromiyaa and a democratic state of Oromia in a multinational context;