The Roots and fallouts of Haile Selassie's ... - UNESDOC - Unesco

Ethiopian exception. Asked to give an idea of how history courses described Ethiopia, a
former student said: “.. we were only told that ‘she’ had preserved ‘her’ independence”.
(Cassiers & Bessette, 2001:333). And as the preservation of independence was not
explained, it appeared as an aberration or an accident. This omission ceases to be
surprising when one recalls that the history course for eight grade students used for many
years a bulky textbook entitled “The Old World – Past and Present”. On top of
designating Africa as ‘The Dark Continent’, the textbook “mentions Ethiopia as
Abyssinia in only one paragraph, referring to it as an ‘Italian colony’”. (Milkias, 1982).
Though Ethiopians are proud of their independence, much of the benefit of withstanding
colonial powers was thus taken away from them by the introduction of a system of
education that had a colonial character. One should speak less and less of independence
and subscribe to the idea that Ethiopia, too, ended up by becoming a colony. The
introduction of Western education had accomplished what military means had failed to
achieve.
It must not be made to seem that Haile Selassie and officials of his regime were
not aware of the serious shortcomings of the education system. Official speeches
repeatedly stressed the need to correct the system, “to Ethiopianize the entire
curriculum”. (Wagaw, 1979:123). But nothing substantial was done concretely. True,
attempts were made to inject courses dealing with Ethiopian realities into the curriculum.
Thus, at the university level, a noticeable place was progressively attributed to the study
of Ethiopian history; courses on Ethiopian geography and law were given a much needed
boost. Mention should also be made of the creation of “the Institute of Ethiopian Studies”
with its museum and library in which researchers and students could find appreciable
documentations on Ethiopia.
Granted these efforts to Ethiopianize, the issue that needs to be discussed is
whether the efforts successfully redirected the teaching. Indeed, the issue being one of
ideological reorientation rather than of quantitative increase of courses devoted to
Ethiopia, the proper question is “to what degree did [Ethiopianization] take place and to
what extent did agreement exist as to the university’s role as a force for change and
development in Ethiopia?” (Balsvik, 1979:61-62). It is safe to say that courses dealing
with Ethiopian legacy, environment, and socioeconomic problems were simply appended
to a curriculum that remained largely Eurocentric both in its inspiration and contents.
Moreover, the University could hardly become an engine for change and development
without a free and critical examination of Ethiopia’s problems. Haile Selassie’s autocratic
rule did not grant such a right even to the University. This suggests that the lack of
national direction of the education system may be due to the nature of the imperial
regime itself.
How otherwise could one explain the apparent inconsistency of Haile Selassie’s
educational policy? Underlining the fundamental role of the University as guardian of
Ethiopian culture, Haile Selassie said in his inaugural address:
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