የኢትጵያ ቴክኒካል ዩንቨርሲቲ

Ethiopian Techinical University

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ETHIOPAN TECHNICAL UNIVERSITY

Faculty of Common Courses and computional Sciences
Department of Social siences
Program Bachelor of Technology
1. Instructor Information
Name TBA
Office Location TBA
Phone Number TBA
E-mail TBA
Office Hours TBA
2. Course Information
Course Name/Title
Social Anthropology

Course Code
Anth1012
Credit hours 2 Cr.Hrs /4 ECTS
Work load Lecture Tutorial Lab. Home study Assessment Total
48 22 ------ 28 2 100
Pre-requisite None
Target group 1st year students
Semester Semester II
Course of delivery Semester based
Status of the course Common course
3. Course Description and Objectives
 Course
Description: The course will enable learners grasp the different ways of being human by

dealing with themes such as culture, kinship, marriage, cultural relativism,

ethnocentrism, humanity, human origins, cosmologies, race, ethnicity, ethnic

relations, ethnic boundaries, marginalization, minorities, local systems of

governance, legal pluralism, indigenous knowledge systems, and indigenous

practices and development.

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 የኢትጵያ ቴክኒካል ዩንቨርሲቲ
Ethiopian Techinical University
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Aim / Course At the end of this course, the learner will be able to:
objective: 
 Understand the cultural and biological diversity of humanity and unity in
diversity across the world and in Ethiopia;
 Develop an understanding of the nature of anthropology and its broader
scope in making sense of humanity in a global perspective;
 Analyze the problems of ethnocentrism against the backdrop of cultural
relativism;
 Realize the socially constructed nature of identities & social categories
such as gender, ethnicity, race and sexuality;
 Explore the various peoples and cultures of Ethiopia;
 Understand the social, cultural, political, religious& economic life of
different ethno-linguistic & cultural groups of Ethiopia;
 Understand different forms marginalization and develop skills
inclusiveness
 Appreciate the customary systems of governance and conflict resolution
institutions of the various peoples of Ethiopia;
 Know about values, norms and cultural practices that maintain society
together;
 Recognize the culture area of peoples of Ethiopia and the forms of
interaction developed over time among themselves; and
 Develop broader views and skills to deal with people from a wide variety
of socio-economic and cultural backgrounds.
4. Method of Instruction
Class lectures 2 lecture hours every week
 Active learning (involves the full participation of students)
 Conducting the lecture using deductive and inductive methods according
to the nature of the topic provided.

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 የኢትጵያ ቴክኒካል ዩንቨርሲቲ
Ethiopian Techinical University
Curriculum Relevance and Quality assurance directorate
Use multi-media, animated models, written materials and physical
objects(Auxillary teacheing material)
In-class Tutorial 2 tutorial hours every alternative week.
(Evaluation)  Student shall perform the given assignments, solve assigned problems in
the class.
 Discuss on problems associated with given course, raise questions that
are unclear in the lecture time and while reading the materials related to
the course, answer questions correctly.
Study of lecture  This is fully the responsibility of the student
notes.
Demonstrations
Lab assignments -
Group Assignment  The student shall include him/herself in a group presntation which will take
up with a group of 3 students.
Individual  The student shall perform the given assignment as per the schedule
assignment individually
5. Learning Outcomes
5.1 Knowledge: - After the completion of this course the student will be able to:
5.1.1 Understand the cultural and biological diversity of humanity and unity in diversity
across the world and in Ethiopia;
5.1.2 Develop an understanding of the nature of anthropology and its broader scope in
making sense of humanity in a global perspective;
5.1.3 Analyze the problems of ethnocentrism against the backdrop of cultural relativism;

5.1.4 Explore the various peoples and cultures of Ethiopia;

5.1.5 Understand the social, cultural, political, religious& economic life of different ethno-
linguistic & cultural groups of Ethiopia;
5.1.6 Understand different forms marginalization and develop skills inclusiveness
5.1.7 Know about values, norms and cultural practices that maintain society together;
5.1.8 Recognize the culture area of peoples of Ethiopia and the forms of interaction
developed over time among themselves; and
5.1.9 Develop broader views and skills to deal with people from a wide variety of socio-
economic and cultural backgrounds
5.1.10 Know about values, norms and cultural practices that maintain society together;
5.2 Practical skills
5.2.1 Realize the socially constructed nature of identities & social categories such as

Curriculum Relevance and Quality assurance Directorate

 የኢትጵያ ቴክኒካል ዩንቨርሲቲ
Ethiopian Techinical University
Curriculum Relevance and Quality assurance directorate
gender, ethnicity, race and sexuality;
5.3 Attitude
5.3.1 Appreciate the customary systems of governance and conflict resolution institutions of
the various peoples of Ethiopia;

6. Detail Course Outline

Chapter Week Topics to be covered (Lecture hours) Learning Assignments/
Outcomes activity
(Tutorial hours)
Chapter: 1 1.1 Definition, Scope and Subject Matter of
Introducing Lecture,
Anthropology
Anthropology discussion,
and its Subject 1.2 Sub-fields of anthropology 5.1.1 questions and
Matter Week-1- 1.3 Unique (Basic) Features of Anthropology answers
5.1.2
3
1.4 Misconceptions about anthropology 5.1.3 Discussion in the
class,
1.5 The Relationship between Anthropology
and Other Disciplines
1.6 The Contributions of anthropology

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 የኢትጵያ ቴክኒካል ዩንቨርሲቲ
Ethiopian Techinical University
Curriculum Relevance and Quality assurance directorate
Chapter:2
2.1. Conceptualizing Culture: What Culture is Lecture,
Human 5.1.1 discussion,
and What Culture isn't
Culture and questions and
5.1.2
Ties that 2.2 Characteristic Features of Culture answers
Connect 5.1.3
2.3 Aspects/Elements of Culture
Discussion in the
5.1.4
2.4 Cultural Unity and Variations: class,
5.1.5
Universality, Generality and Particularity of
Week 4- Culture 5.1.7
7 5.1.8
2.5. Evaluating Cultural Differences:
Ethnocentrism, Cultural Relativism and
Human Rights
2.6 Culture Change
2.7 Ties That Connect: Marriage, Family and
Kinship

Chapter: 3 3.1. Human Beings & Being Human: What it

Human 5.1.2 Lecture,
is to be human?
Diversity, discussion,
Culture Areas 3.2 Origin of the Modern Human Species: 5.1.7 questions and
and Contact in answers
Homo sapiens
Ethiopia 5.1.9
3.3 The Kinds of Humanity: human Discussion in the
class,
physical variation
3.4 Human Races: the history of racial
Week 8-
11 typing
3.5 The Grand Illusion: Race, turns out, is
arbitrary
3.6. Why is Everyone Different? Human
Cultural Diversity/Variation
3.7. Culture area and cultural contact in
Ethiopia

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 የኢትጵያ ቴክኒካል ዩንቨርሲቲ
Ethiopian Techinical University
Curriculum Relevance and Quality assurance directorate
Chapter: 4 4.1 Definition of concepts 5.1.8
Marginalized,
4.2 Gender-based marginalization
Minorities, 5.1.10
and 4.2.1 Female genital cutting
Vulnerable
4.3 Marginalized occupational groups
Groups Week
10-12 4.4 Age-based vulnerability
4.5. Religious and ethnic minorities
4.6. Human right approaches and
inclusiveness: Anthropological perspectives

Chapter: 5 5.1. Identity, Ethnicity and Race: 5.1.9

Identity, Inter-
Identification and Social Categorization
Ethnic 5.2.1
Relations and 5.2. Conceptualizing Ethnicity –What’s it?
Multiculturalis 5.2.1
5.3. Ethnic Groups and Ethnic Identity
m in Ethiopia
5.4. Race –The Social Construction of Racial
Week Identity
13-15
5.5. Theories of Ethnicity: Primordialism,
Instrumentalism and Social Constructivism
5.5.1. Instrumentalist (Situational) Theory of
Ethnicity

Exams and
Continues
2
assessment
Final Examination period

6. Suggested texts and reference materials

Curriculum Relevance and Quality assurance Directorate

 የኢትጵያ ቴክኒካል ዩንቨርሲቲ
Ethiopian Techinical University
Curriculum Relevance and Quality assurance directorate
Text Book
Reference References:
Books  Agrawal, A. (1995) Dismantling the divide between indigenous and scientific
knowledge. Development and Change 26(3): 413-39. 149
 Amare Desta. (2009). Comprehending Indigenous Knowledge: An Ethnographic
Study of Knowledge Processes within Natural Resource Management. Information
Systems and Innovation Group. Submitted for the degree of Doctor of Philosophy.
Department of Management. London School of Economics. Published by
ProQuest LLC 2014. USA
 Atteh OD (1991). Indigenous local knowledge as key to local–level development:
possibilities, constrains and planning issues in the context of Africa. Seminar on
Reviving local Self-reliance: Challenges for rural/regional development in Eastern
and Southern Africa, Arusha. Tanzania, 21-24 February.
 Bahar Abdi (2010). The Emerging International Law on Indigenous Peoples’
Rights: A Look at the Ethiopian Perspective. Master's thesis submitted to the
faculty of law, Addis Ababa University in partial fulfillment of the requirements
of the degree LLM in Public International Law.
 Brokensha, D., Warren, D. and Werner. O. (1997) Indigenous knowledge systems
and development. Lanham: University Press o f America.
 Christopher. TafaraGadzirayi, Edward Mutandwa , Jordan Chihiya, And Chikosha
Mary. (2006). Indigenous knowledge systems in sustainable utilization of wetlands
in communal areas of Zimbabwe: case of Hwedza district. African Journal of
Agricultural Research Vol. 1 (4), pp. 131-137. Bindura, Zimbabwe, Africa
(Available online at http://www.academicjournals.org/AJAR).
 ChiwanzalKudzayi Maxwell C.C. Musingafi PaulMupa. (2013). Challenges in
Preserving Indigenous Knowledge Systems: Learning From Past Experiences.
Information and Knowledge Management www.iiste.org. Vol.3, No.2, 2013
 Clifford, James. 1997 *1994+. “Diasporas.” Pp. 283-90 in The Ethnicity Reader:
Nationalism, Multiculturalism, and Migration, edited by M. Guibernau and J. Rex.
Cambridge, UK: Polity Press.
 Corntassel, Jeff J. (2003). “Who is Indigenous? ‘People hood’ and Ethno

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Ethiopian Techinical University
Curriculum Relevance and Quality assurance directorate
nationalist Approaches to Rearticulating Indigenous Identity.” Nationalism and
Ethnic Politics 9:75-100. 150
 Dondolo, L. (2005). Intangible Heritage: The production of indigenous knowledge
in various aspects of social life. In Indilinga: African Journal of Indigenous
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 Davies, S. and Ebbe, K. (1995) Traditional knowledge and sustainable
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4
 Doubleday, N.C. (2003). Finding common ground: natural law and collective
wisdom. In Inglis, J., ed., Traditional ecological Knowledge: concepts and cases.
International Program on Traditional Ecological Knowledge; International
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 Edmund Jan Osmanczyk (ed ): Inter-American Charter of Social Guaranties, at
Art. 39 (1948), reprinted in Encyclopedia of the United Nations and International
Relations, (1990), pp.432-433
 Ellen Carm (2014). Inclusion of Indigenous Knowledge System (IKS) – A
Precondition for Sustainable Development and an Integral Part of Environmental
Studies. Journal of Education and Research March 2014, Vol. 4, No. 1, pp. 58-76
 Ellen, R. and Harris, H (1996). Concepts of indigenous environmental knowledge
in scientific and development studies literature - A critical assessment; draft paper
East-West Environmental Linkages Network Workshop 3, Canterbury
 Flavier JM (1995).The regional program for the promotion of indigenous
knowledge in Asia, in Warren, D.M., L.J. Slikkerveer and D. Brokensha (eds.) The
cultural dimension of development: Indigenous knowledge systems. London:
Intermediate Technology Publications. pp. 479-487.

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Ethiopian Techinical University
Curriculum Relevance and Quality assurance directorate
 Geusau, L.A. Wongprasert, S. Trakansupakon, P. (2002) Regional development in
northern Thailand: its impact on highlanders. In Johnson, M., ed., Lore: capturing
traditional 151 environmental knowledge. Dene Cultural Institute; International
Development Research Centre, Ottawa, ON, Canada, pp. 143-163.
 Grenier, L. (1998) Working with Indigenous Knowledge: A Guide for
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 International Institute of Rural Reconstruction. (1996). Recording and using
indigenous knowledge: A manual. Philippines: Author.
 Judith G. Bartlett et al, (2007). Identifying Indigenous Peoples for Health
Research in A Global Context: A Review of Perspectives and Challenges.
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Indigenous peoples . A paper prepared for the 16th Conference of IAOS OECD
Headquarters, Paris, France, 19-21 September 2018
 KudzayiChiwanza, Maxwell C.C. Musingafi, and PaulMupa (2013 ).Challenges in
Preserving Indigenous Knowledge Systems: Learning From Past Experiences.
Information and Knowledge Management . Vol.3, No.2, 2013
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International Global Knowledge 1997 Conference in Toronto.
http://www.kivu.com/ [Accessed on line: 15/04/07]
 Louise Grenier (1998). Working with indigenous knowledge. A Guide for
researchers. Ottawa : the International Development Research Centre. Canada
 Mangetane GK, Asibey EAO (2001). An Overview of African Indigenous
Knowledge for sustainable Development. Scandinavian Seminar College: African
Perspectives of Policies Supporting Sustainable Development.
 Melchias, G. (2001). Biodiversity and Conservation. Enfield: Science Publishers,

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Ethiopian Techinical University
Curriculum Relevance and Quality assurance directorate
Inc. 152
 Nel, P. (2005).Indigenous Knowledge: Contestation, Rhetoric and Space. In
Indilinga: African Journal of Indigenous Knowledge Systems. Volume 4 Number
1. pp. 2 – 14.
 Nicolas Gorjestani (2000). Indigenous Knowledge for Development: Opportunities
andChallenges. A paper presented at the UNCTAD Conference on Traditional
Knowledge in Geneva, The World Bank, November 1, 2000.
 Pamela Jacquelin-Andersen ed. (2018). The Indigenous World 2018. Copenhagen:
International work Group For Indigenous Affairs. Denmark
 Puffer Paula, C (1995). The Value of Indigenous knowledge in Development
Programs Concerning Somali Pastoralists and Their Camels. Iowa State
University.
 Schoenhoff, D.M. (1999) The barefoot expert: The interface of computerised
knowledge systems and indigenous knowledge systems. Westport, Connecticut:
Greenwood Press.
 Stephanie M. Teixeira and Keri E. Iyall Smith. (2008). Core and Periphery
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XIV, Number 1, Pages 22-49
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 Trask, Haunani-Kay.(1999). From a Native Daughter: Colonialism and
Sovereignty in Hawai’i. Honolulu, HI: University of Hawaii Press.
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Ethiopian Techinical University
Curriculum Relevance and Quality assurance directorate
System. Fact Sheet No 9 / Rev 2. New York and Geneva, 2013 153
 United Nations Department of Economic and Social Affairs, Division for Social
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Discussion Paper 127, Washington, World Ban
10.Assessment methods
Type Weight submitting date Behavior and Criteria/
Assessment for Learning
Mid semester Exam 30%
Final semester Exam 50%
Individual Assignment 10%
Group assignment 10%
Total 100%
11. Academic Honesty
In all cases i.e. in performing assignments,quize and examinations, copying from others and using others’
work as own is considered to be cheating and cheating is forbidden by the law of the academic principles
and regulation of the institute. Failure to do so will lead to take disciplinary action starting from canceling
the results of the assignments; project works, laboratory activities and examination up to the dismissal of the
institute in consultation with the concerned body.
12. Submitting Date
All assignments reports should be submitted to the instructor according to the timetable provided. All
assignments, quize and exam results will be invalid if they are not submitted on time and will be reported to
the concerned body as miss conduct of the student.
13. Classroom Behavior
Classroom discipline is primary for healthy teaching learning process. Therefore, it is the responsibility of
the class to avoid disturbing behaviors and activities that competes the attention of the class and the
instructor. Switching off the cell phone is vital in the class. Failure to do so will lead to take disciplinary
measure.
14. Approval
Name Signature Date
Instructor:
Section Head:
Department Head:

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 የኢትጵያ ቴክኒካል ዩንቨርሲቲ
Ethiopian Techinical University
Curriculum Relevance and Quality assurance directorate

Curriculum Relevance and Quality assurance Directorate