Matching Items (5)
Description
This study explored female identity formation, of Ethiopian women and women of Ethiopian heritage as they participate in a coffee (buna) ceremony ritual. The study is anchored in the theoretical framework of a sociocultural perspective which enabled an examination of culture as what individuals do and believe as they participate in mutually constituted activities. Participants in Ethiopia were asked to photograph their daily routine beginning from the time they awoke until they retired for the night. Thematic analysis of the photographs determined that all participants depicted participation in the Ethiopian coffee ceremony in their photo study. Utilizing the photographs which specifically depicted the ceremony, eight focus groups and one interview consisting of women who have migrated from Ethiopia to Arizona, responded to the typicality of the photographs, as well as what they liked or did not like about the photographs. Focus groups were digitally recorded then transcribed for analysis. A combination of coding, extrapolation of rich texts, and identifying themes and patterns were used to analyze transcripts of the focus groups and interview. The findings suggest that this context is rich with shared meanings pertaining to: material artifacts, gender socialization, creation of a space for free expression, social expectations for communal contributions, and a female rite of passage.
ContributorsPlatt, Jennifer Brinkerhoff, 1971- (Author) / Arzubiaga, Angela (Thesis advisor) / Nakagawa, Kathryn (Thesis advisor) / Warriner, Doris (Committee member) / Arizona State University (Publisher)
Created2011
Description
Elinor Catherine Hamlin founded and helped fund centers in Ethiopia to treat women affected by fistulas from obstetric complications. Obstetric fistulas develop in women who experience prolonged labor, as the pressure placed on the pelvis by the fetus during labor causes a hole, or fistula, to form between the vagina and the bladder (vesicovaginal fistula) or between the vagina and the rectum (rectovaginal fistula). Both of those conditions result in urinary or fecal incontinence, which often impacts womenÍs social status within their communities. Hamlin co-founded a hospital to treat fistulas and help fund health clinics, a rehabilitation center, and a midwife school. Her work in Ethiopia helped to help train the next cohort of midwives to treat women with obstetric complications and has contributed to the health and social well-being of Ethiopian women.
ContributorsCiardullo, Patsy (Author) / Wagoner, Nevada R (Editor) / Arizona State University. School of Life Sciences. Center for Biology and Society. Embryo Project Encyclopedia. (Publisher) / Arizona Board of Regents (Publisher)
Created2015-03-19
Description
The conflict between the Ethiopian government and Tigray forces has been ongoing for over a year. In this conflict, many atrocities have been committed by the state, including massacres, torture, and mass sexual violence often directed against civilian Tigray. Because of this, many have wondered whether the Ethiopian state is committing genocide. In this study, I apply Gregory Stanton’s ten stages of genocide model to the Ethiopian state’s use of violence against civilian Tigray to argue that the Ethiopian government has and continues to commit genocide. Since the process of genocide is not linear, many reports, testimonies, and actions of the government support the argument that the Tigrayan people are victims of genocide.
ContributorsMehari, Sabrina (Author) / Peskin, Victor (Thesis director) / Rothenberg, Daniel (Thesis director) / Barrett, The Honors College (Contributor) / School of Molecular Sciences (Contributor) / School of Social Transformation (Contributor)
Created2022-05
Description
Higher education in Ethiopia has undergone significant expansion since the 1990s, with increases in the number of institutions, professors, and students. In the context of this rapid expansion, the Higher Diploma Program (HDP) was introduced to improve the quality of higher education by training university faculty in pedagogy and shifting pedagogy from teacher-centered to student-centered methods, specifically focusing on the introduction of Active Learning Methods (ALMs). This dissertation examines how the HDP was introduced and implemented in Ethiopian higher education through the theoretical lens of education policy transfer/borrowing and decolonial studies. Using ALMs as a case of a borrowed education policy, this research explores policy-practice gaps and factors hindering implementation of ALMs across different institutional and disciplinary contexts in Ethiopian higher education. Overall, the findings indicate that the HDP did not radically transform pedagogy and that teacher-centered instruction continues to dominate teaching and learning. Despite variations in institutional resources, geographical locations, or disciplinary contexts, ALMs were not commonly implemented. Drawing on the intensive analysis of quantitative and qualitative data, including over 150 faculty surveys, nearly 80 interviews with faculty (n=58), universities leaders (n=15), and policymakers (n=6), and 15 focus group discussions with 100 students, this research has identified barriers to the implementation of ALMs that exceed the often-cited factors such as large class sizes, lack of resources, overloaded curricula, lack of pedagogical knowledge, or a lack of faculty commitment. In addition to the previously documented barriers, this research has also identified the broader interconnected meso- and macro-level barriers related to the economy, politics, culture, and global/local dynamics that reflect the logic of coloniality through the continued influence of international donors using soft power (e.g., international aid, knowledge expertise, and international study tours). Combined, these findings suggest that the barriers to the implementation of ALMs in Ethiopia are rooted in systemic and complex power asymmetry between Ethiopia and the Global West/North, and therefore require not only technical assistance involving multiple sectors and stakeholders, but a radical reconfiguration of the modern/colonial logic that forms the foundation of the HDP and other borrowed education reforms.
ContributorsHalkiyo, Atota Bedane (Author) / Silova, Iveta (Thesis advisor) / Hailu, Meseret (Committee member) / Mlambo, Yeukai (Committee member) / Koro, Mirka (Committee member) / Arizona State University (Publisher)
Created2023
Description
WHO estimates that 830 women die every day due to maternal health complications. The disparities in maternal health are unevenly distributed between wealthy and poor nations. Ethiopia has one of the highest mortality rates in the world. Existing high maternal mortality rates worldwide and in Ethiopia indicate the shortcomings of maternal health interventions currently underway. Understanding the socio-cultural, economic and political factors that influence maternal health outcomes locally while simultaneously examining how global reproductive and development programs and policies shape and influence the reproductive needs and knowledge of women is important. Employing feminist and African indigenous methodologies, in this research I explore maternal health issues in Ethiopia in two of the largest regions of the nation, namely Oromia and Amhara, more specifically in Seden Sodo and Mecha districts. Using qualitative interviews and focus group discussions, I examined the various socio-cultural, political and economic factors that influence maternal health outcomes, assessing how gender, class, education, marriage and other social factors shape women's health outcomes of pregnancy and childbirth. I also explored how global and local development and reproductive health policies impact women's maternal health needs and how these needs are addressed in current implementation strategies of the Ethiopian health system. Recognizing women's social and collective existence in indigenous African communities and the new reproductive health paradigm post-ICPD, I addressed the role of men in maternal health experience. I argue that global and local development and reproductive policies and their implementation are complex. While comprehensive descriptions of national and maternal health policies on paper and gender-sensitive implementation strategies point toward the beginning of a favorable future in maternal health service provision, the global economic policies, population control ideas, modernization/development narratives that the nation employs that focus on biomedical solutions without due emphasis to socio-cultural aspects have a detrimental effect on maternal health services provision. I advocate for the need to understand and include social determinants in policies and implementation in addition to legal enforcement and biomedical solutions. I also argue for alternative perspectives on masculinities and the role of men in maternal health to improve maternal health service provision.
ContributorsTeshome, Yamrot Girma (Author) / Koblitz, Ann Hibner (Thesis advisor) / Leong, Karen J (Committee member) / Anderson, Lisa M. (Committee member) / Arizona State University (Publisher)
Created2017