Indigenous Knowledge of Oromo on Conservation of Forests and its Implications to Curriculum Development: the Case of the Guji Oromo
| dc.contributor.advisor | Dufera, Derbessa (Professor) | |
| dc.contributor.author | Fufa, Desalegn | |
| dc.date.accessioned | 2018-08-13T11:39:38Z | |
| dc.date.accessioned | 2023-11-05T09:04:24Z | |
| dc.date.available | 2018-08-13T11:39:38Z | |
| dc.date.available | 2023-11-05T09:04:24Z | |
| dc.date.issued | 2013-05 | |
| dc.description.abstract | This study was designed to investigate the indigenous knowledge of Oromo on conservation of forests and its implications to curriculum development with particular reference to the Guji Oromo. A qualitative case study was employed in the study. The necessary data were collected through interviews from the purposely selected Abbaa Gadaa, elders, forest and wildlife experts, culture and tourism experts, curriculum developers, students, teachers, development agents (DAs), Kebele chairperson and inhabitants around the forests. In addition, purposely selected forest sites, agricultural fields, nursery sites, ritual areas and dwellings were observed to collect first hand data. Content analysis was also carried out on elementary school textbooks (grades 1-8) to identify the inclusion of indigenous knowledge of the Guji on conservation of forests in the books. The findings of the study showed that the Guji Oromo know the sustainable use of forests and the related natural resources such as grass and water. They use dead trees for firewood and branches for construction and different purposes rather than big and young growing trees. They give care for the apex or growing parts of plants and for flowering and seed bearing trees. They often settle out of forests. They use grazing lands and water bodies rotationally. The Guji make buffer zone to halt the expansion of fire beyond the needed area and use water to extinguish the fire after using it particularly in harvesting honey. Based on their beliefs, the Guji protect ritual areas and care for growing and big trees as they do for their children and elders. Forests are conserved for their use as shades for cattle, human beings and coffee production, as sources of wood, fodder, water, medicinal plants, wild food, flowering plants for beekeeping, and as essential resources for increasing soil fertility and maintaining moderate temperature. Much of the conservation of forests and the related resources is based on the utilitarian values of the resources and the beliefs of the society that proved the indigenous knowledge and culture cherished by the Guji Oromo is forest friendly. The study indicated that the laws in the Gadaa System and the associated norms of the society and the sanctions imposed on those who break the laws and the norms play a significant role in conservation of forests in Guji. However, with the conquest of the Guji and the consequent repressive rules imposed on them by the Ethiopian rulers, the Gadaa System and the embedded indigenous knowledge of the society on forest conservation appear to have been greatly deteriorated. The immigrants attracted by gold mining industry, agricultural activities, commerce and the virgin forests seem to have affected the indigenous knowledge of the Guji Oromo on conservation of forests and the related resources (water and grass). The content analysis of elementary school textbooks also revealed that modern education has rarely included the indigenous knowledge of the Guji and it appears to have contributed its part to the weakening of the indigenous knowledge of the society. Moreover, the modern participatory forest management practice seems to be at its initial stage in Guji. Consequently, it is not at the stage of involving indigenous knowledge of the society and making the society benefit from the forest resources significantly. Despite these unfavorable situations, the Guji are remarkably resilient to maintain the Gadaa System and its conservational values. Hence, this study recommends the establishment of an indigenous knowledge center that works out how to revitalize the valuable indigenous knowledge of the Guji Oromo and applies it in modern conservation practices. This measure includes the inclusion of the indigenous knowledge of the Guji Oromo on forest conservation in the curriculum and in modern forest conservation activities. Key Words: Indigenous Knowledge, Forest Conservation, Guji Oromo, Curriculum Development | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/11632 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababauniversity | en_US |
| dc.subject | Forests and its Implications to Curriculum Development | en_US |
| dc.title | Indigenous Knowledge of Oromo on Conservation of Forests and its Implications to Curriculum Development: the Case of the Guji Oromo | en_US |
| dc.type | Thesis | en_US |