Browsing by Author "Tigist Alemayehu"

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    Africana Womanist Gaze on Haile Gerima’s Cinematic Ideology
    (Addis Ababa university, 2026-03-01) Tigist Alemayehu; Aboneh Ashagrie and Samuel Tefera
    This study analyzes the cinematic ideology of Haile Gerima through the dual lenses of Africana Womanism and Africana Critical Theory, situating his work within the broader intellectual genealogy of African, Pan-African, and diasporic revolutionary thought. It argues that his cinema constitutes a distinctly decolonial praxis one that fuses political resistance, cultural reclamation, and gendered agency into a transformative aesthetic and ideological project. Grounded in the theoretical insights of Frantz Fanon, Amílcar Cabral, Kwame Nkrumah, and Julius Nyerere, alongside Africana Womanist scholarship such as Clenora Hudson-Weems, the research reconceptualizes Haile Gerima‟s filmography and writings as Black Radical Memory–Praxis Cinema: a cinematic ideology that treats historical memory as both a critical archive and a pathway to liberation. Methodologically, the study employs a qualitative design integrating textual analysis, ideological critique, and historical contextualization. It examines haile Gerima‟s films within the intersecting frameworks of Third Cinema, Black Radicalism, and Ethiopianist autonomy, highlighting how his narratives expose cinema‟s racialized and gendered structures while reclaiming the medium as a communal tool of storytelling. This approach foregrounds the cultural, spiritual, and collective dimensions of liberation that animate Gerima‟s work, especially his commitment to re-centering Africana women as carriers of memory, moral authority, and cultural continuity. The findings reveal that Gerima‟s cinema synthesizes four interlocking ideological pillars: Black Radical politics, Pan-African consciousness, Ethiopianist self-definition, and Third Cinema praxis. Through this synthesis, he reshapes cinema into a form of revolutionary Radical Memory-Praxis, an art of remembrance and reconstruction that binds historical consciousness to moral and spiritual renewal. The study terms this synthesis “Haile Gerima‟s Style.” The thesis contributes to Africana film and cultural studies by demonstrating the analytical power of Africana thought as both a theoretical and methodological framework for examining Africana cinema. It concludes that Haile Gerima‟s filmmaking embodies a liberatory epistemology rooted in collective memory, gendered balance, and the enduring struggle for Africana self-representation.
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    The Challenges of Deaf Children in Inclusive School: The case of Minilik Primary School
    (Addis Ababa University, 2025-06) Tigist Alemayehu; Andargachew Deneke
    Inclusive education is a fundamental human right that ensures equal learning opportunities for all students including those with disabilities. However deaf students in inclusive schools face significance challenges that hinder their academic and social development. This study explores the practices, challenges and gaps in inclusive education for deaf students in Minllik Primary Scholl in Addis Ababa, Ethiopia. A qualitative case approach was employed using interview, focus group discussion and classroom observations to collect data from deaf students, hearing students, teachers, sign langue interpreters, and school administrators. The finding reveal that while inclusive policies exist in Ethiopia their implementation is inconsistent due to communication barriers, lack of teachers training, inadequate sign language interpretation, and insufficient adapted learning materials. The study highlights that deaf students experience social isolation, struggle with inaccessible curriculum, and rely heavily on limited interpreter services. Teachers faces difficulties in balancing the needs of both deaf and hearing students as they lack formal training in Ethiopian Sign Language [EthSL] additionally the gap between inclusive education polices and classroom practices remains a major challenge affecting the quality of education for deaf students. Based on these findings the study recommends training teachers in EthSL, increasing the number of interpreters. Adapting curricula for visual learners and ensuring stronger policy implementation. These interventions are essential to bridge the gap between inclusive education theory and practice, ensuring that deaf students receive equitable learning opportunities. Key words; inclusive education, deaf students, Ethiopian Sign Language, teachers training, communication barriers, policy implementation.