Abstract
An educational system and its curricula are shaped by the culture and epistemology in which it is embedded. It is influenced by the societal knowledge, but it also instrumental in shaping the knowledge of the society. Culture influences learning style. Based on cultural diversities and social needs, different societies have distinct curricula. As such, Oromo students ought to be taught now to interrogate the colonial epistemology and ideology as well schooled in the ways of dismantling the hegemony. However, in many cases, they are simply taught to reproduce the knowledge, culture, power structure, thinking and the worldview of colonizers. This means that education, which is supposed to be about critical inquiry and social transformation has been used to indoctrinate or brainwash some students. Such colonial educational curricula have invalidated the knowledge of indigenous Oromo people and compromised their needs. This type of education system, instead of empowering the students and their society, has incapacitated them. For the Oromo people, such curricula have distorted their history, image, identity, and damaged their social fabric. In this paper I argue that, colonial knowledge and education system is not in a position to bring about social transformation among Oromo people; on the contrary it disrupts their peace (nagaa), health (fayya) and (tasgabii) social order.
Highlights
The colonial educational curricula are designed to give pupils skills and attitudes that seem desirable to the colonizers (Altbach, 1995)
What are the objectives of the Ethiopian education system in Oromia? Is it to empower the Oromo people? Is it to ensure that the Oromo people solve their own social problems? Is it to enhance problem-solving skills of the Oromo people? Is it designed to teach the Oromo students to think intensively and critically? Are the Oromo students trained to solve the social, economic and political problems of the Oromo people or are they indoctrinated to think from the Abyssinian perspectives? If that is so, in what ways do colonial education contribute to the social conditions in which the Oromo people live? Clarifying the intent of colonial education makes it more likely to challenge the colonial education and to redesign empowering education
Euro-centric educational curricula do not recognize knowledges of indigenous peoples; I have argued here that euro-centric curricula undermine the very nature of African identity
Summary
Knowledge is power (Foucault, 1972) and it can be used to maintain the colonial power relations or to empower the people It can be used solve the social problems that are relevant to the dominant groups and leave issues that are relevant to the marginalized groups. In my view unless the Oromos are empowered on their affairs and closely look at the techniques of manipulation that are employed against them through the educational system, they can never reassess and re-evaluate the Euro-Ethiopian curricula, business affairs and diplomatic relations They need to filter colonial educational ideas and identify what is relevant, and what is less relevant and what is totally irrelevant before adopting any of the curricula of colonizers.
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