ADIGRAT UNIVERSITY

COLLEGE OF ENGINEERING AND TECHNOLOGY

DEPARTMENT OF PRE ENGINEERING
COURSE TITLE: SOCIAL ANTROPOLOGY

COURSE CODE: Anth-1012

SECTION-1 GROUP- 2 and 5

GROUP MEMBERS ID NO.

1. YONAS HAILEKIROS ABADI ……………… 19553/12

2. ZERABRUK MEBRAHTOM ………………… 16845/12
3. ATAKLTI TESFAY ………………………… 14965/12
4. DANIEL ASFHALEY ………………………… 15205/12
5. MUSSIE GIRMAY ………………………….. 16158/12
6. AWET YEWHANS ………………………….. 19230/12
7. DANIEL TSEGAY ………………………… 24591/15
8. KIBROM TEWELDE ………………………… 15795/12
9. HAILAY G/TSADKAN ………………………… 15670/12
10.NGSTI KAHSAY ………………………………. 18984/12
11.HAYLE UKUBAMICHAEL …………………… 15671/12
12. BETELIHEM MULU ………………………… 15089/12

INSTRUCTOR’S NAME: TSEHAYE ZEWEDU

SUBMITTION DATE: NOV ,2024

ADIGRAT, TIGRAY, ETHIOPIA

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 Table of content
Topic PAGE

Chapter 5 ……………………………………………………………………………………………….
5.1. Identity, Inter-Ethnic Relations and Multiculturalism in Ethiopia..........
5.1.1 Identity…………………………………………………………………………………………..
5.1.2 Conceptualizing Ethnicity –What’s it? ...............................................
5.1.3 Ethnic Groups ………………………….........................................................
5.1.4 Ethnic identity………………………………………………………………………………..
5.1.5 Race: The Social Construction of Racial Identity……………………………..

Chapter 6...................................................................................................
6.1 Customary and Local Governance Systems and Peace Making.............
6.1.1 Indigenous and local governance......................................................
6.1.2 Intra and inter-ethnic conflict resolution institutions.......................
6.1.3 Inter-ethnic conflict resoution...........................................................
6.1.4 Women’s role in conflict resolution and peacemaking......................

Unit 7...........................................................................................................
7.1 Indigenous Knowledge Systems (IKS) and Practices...............................
7.2 Significance of indigenous knowledge....................................................
7.3 Indigenous knowledge and development..............................................
7.4. Preservation, Challenges and Limitations of IK.....................................
7.5. The Erosion of Indigenous Knowledge Systems (IKS)............................

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 Chapter 5

Introduction
This unit focuses on the social aspects of identity, ethnicity, race, inter-
ethnic relations, and multiculturalism. It acknowledges that ethnicity,
race, and nationality present significant challenges to humanity in the
21st century as they deeply influence personal identity, social fabric,
and individuality. These concepts affect our thoughts, morality, political
behavior, and everyday existence in various ways. Additionally, they
continue to hold political, sociological, and economic importance.
The unit aims to provide a comprehensive understanding of the process
of social categorization and identification, particularly in the context of
diversity. It explores how ethnic differences are socially constructed,
organized, and negotiated, and examines the relationship between
ethnic identification and other forms of identification such as race and
national identity. The unit also delves into the nature, characteristics,
and active role of ethnicity and race in the social, economic, and
political lives of individuals, drawing upon theoretical discourses.
Furthermore, the unit discusses how ethnic identity and ethnic
relations are defined, perceived, and maintained or contested by
individuals and societies. It explores how these constructions are
utilized for nation-building, economic development, resource
competition, and group mobilization for various materialistic and
political purposes. The unit also incorporates a contextual discussion of
ethnicity and multiculturalism in the specific context of Ethiopia.

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5.1 Identity, Ethnicity and Race: Identification
and Social Categorization

5.1.1 Identity
Identity is what identifies somebody or something. It is the name or
essential character that identifies somebody or something.
✓ The term identity comes from the Latin word ‘Identitas’, meaning
the same.
✓ The basic principle of identity is connected with similarity and
difference Identity involves two criteria of comparison between
persons or things.
1. Classifying things or a person (whiteboard, a dog, black man, etc.)
2. Associating oneself with someone else (religion, ethnicity, sex etc.)
❖ Basically, identity is how individuals or groups define themselves and
how other individuals or groups see and define them.
❖ All human identities are known as social identities.
❑ Social identity: refers to those aspects of a person that are defined
in terms of his/her group memberships. Although most people are
members of many different groups, only some of those groups are
meaningful in terms of how we define ourselves.
- Our self-definition is shared with other people who also claim that
Categorical membership. E.g. as a man, as a Muslim, as a teacher etc…
❑ Social identification is the process by which we define or label
ourselves in terms and categories that we share with other people; not
our personal identity.

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For e.g. religious (being a Christian), political (being a republican)
ethnic, etc…
5.1.2 Conceptualizing Ethnicity
What is it?
This content focuses on the conceptualization of ethnicity. It believes
into various perspectives and theories that have shaped our
understanding of ethnicity. It explores how ethnicity is constructed and
negotiated within different societies, considering historical, cultural,
and contextual factors. Ethnicity: a group with which individuals
choose to identify on the basis of shared ancestry and/or heritage.
o “Ethnicity: an aspect of social relationship between agents who
consider themselves as culturally distinctive from members of
other groups with whom they have a minimum of regular
interaction”.

5.1.3 Ethnic Group

Ethnic group: 'a collectivity within a larger society that has real or
putative common ancestry, memories of a shared historical past, & a
cultural focus on one or more symbolic elements. ‘Ethnic group’ is
attached with various meanings. Scholars mainly use ethnic group to
explain contact & inter-relationship between groups.
Taking Bateson’s (1979) ideas, Eriksen (2002) states that since ethnic
categories are created out of the very contact between groups, dealing
with ethnic groups in total isolation is as absurd as to speak of the
sound from one hand clapping.

their ‘performance’ of the value standards & ‘possession’ of diacritical

features designing the group against other.

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 constitute an identity as defined by outsiders who do
not belong to the group but identify it as different from their own
groups & by “insiders” who belong to the same group.
5.1.4 Ethnic identity
It can be defined as a manner in which persons, on account of their
ethnic origin, locate themselves psychologically in relation to one or
more social systems, & in which they perceive others as locating them
in relation to those systems.
We can distinguish objective & subjective aspects of ethnic identity.
A, Objective aspects refer to observable behavior, both cultural &
social, such as:
(1) Speaking an ethnic language, practicing ethnic traditions,
(2) Participation in ethnic personal networks, such as family &
friendships,
(3) Participation in ethnic institutional organizations, such as belief
systems, social organizations etc.
B, the subjective aspects of ethnic identity refer to images, ideas,
attitudes, & feelings.
These can also be interconnected with the objective aspects. We can
distinguish at least three types of subjective aspects of identity:
(1) cognitive, (2) moral, & (3) affective
5.1.5 Race: The Social Construction of Racial Identity
Here, the focus is on the social construction of racial identity. It
examines the impact of colonialism, imperialism, and scientific racism
on the construction of racial hierarchies. This content highlights that
race is not a fixed biological concept but rather a socially constructed
one, influenced by societal beliefs, power dynamics, and historical
context.
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Ethnicity, race and racism
• Ethnicity is “selected perceived cultural or physical differences used
to class people into groups or categories considered to be significantly
distinct, whereby individually identify themselves socially and culturally
• When an ethnic group is assumed to have a biological base (absolute
''blood'' or genetic material) it is called a race.
• Racism is the social and political abuse of the biological concept of
race for the explicit or implicit purpose of favoring one group of people
over the other.
Chapter summary
This chapter focused on explaining the concepts of identity and
ethnicity as categories of identity. It highlighted that the term
"ethnicity" has gained widespread use in the late 20th century and is
employed to describe various social and political concerns. However,
the meanings of ethnicity have shifted over time, and most social
scientists agree that ethnicity is a constructed and artificial category
with flexible characteristics and boundaries that have been
renegotiated and redefined to suit different contexts and objectives.
The chapter also addressed the confusion between race and ethnicity.
While many people consider race to be a biological construct based on
phonotypical expressions, it is emphasized that race itself is a human
construct. Furthermore, the chapter explores three prominent theories
of ethnicity. Primordialism posits that ethnicity has always existed
throughout human history, and modern ethnic groups have historical
roots deeply ingrained in kinship and biological heritage.
Constructivism, on the other hand, challenges primordialist views and
argues that ethnic groups are products of human social interaction and
are maintained as valid social constructs in societies. Instrumentalism is
another perspective that views ethnic classification as a mechanism for
social stratification or as the foundation for a social hierarchy. Overall,
the chapter provided insights into the evolving nature of ethnicity and
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its relationship with identity, highlighting different theoretical
perspectives that shed light on the construction and maintenance of
ethnic groups in society.

Chapter 6

Introduction
In this chapter we will discuss issues related to customary and local
governance and peacemaking in the Ethiopian setting. Specifically, we
will discusses the role of customary institutions in settling intra and
inter-ethnic conflicts; women's role and women’s institutions in conflict
resolution and peacemaking; and the main features of legal pluralism in
Ethiopia.

6.1 Customary and Local Governance Systems

and Peace Making
In this section, the focus shifts to indigenous institutions of conflict
resolution and peace-making in Ethiopia. Unfortunately, the provided
text seems to end abruptly, and it doesn't include the specific content
related to indigenous conflict resolution. Indigenous conflict resolution
systems are deeply rooted in the cultural traditions and norms of
different ethnic groups in Ethiopia. They often involve the participation
of key community members, including elders, religious leaders, and
respected individuals who are trusted for their wisdom and impartiality.
The involvement of the community as a whole is often crucial, as it
ensures that conflicts are addressed collectively and decisions are
accepted by all parties involved.
Examples of indigenous conflict resolution institutions in Ethiopia
include the Jaarsa Biyyaa among the Oromo, which consists of

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respected elders responsible for settling disputes and restoring
harmony within the community. The Sidama people have the "Gumaa"
system, which involves a council of elders who mediate and resolve
conflicts based on their customary laws.
6.1.1 Indigenous and local governance
These systems are deeply rooted in the cultural traditions, customs,
and norms of different ethnic groups across the country. They provide a
framework for community decision-making, conflict resolution, and the
maintenance of peace and order.
Indigenous governance systems are often based on principles of
consensus, participation, and communal decision-making. They
typically involve the participation of respected community members,
such as elders, clan leaders, or traditional authorities, who are
entrusted with leadership roles and responsibilities. Indigenous and
local governance systems also play a crucial role in conflict resolution
and peace-making. They often have well-established mechanisms for
handling disputes and restoring harmony within the community. These
mechanisms can include mediation, negotiation, customary laws, and
reconciliation ceremonies.
Example: Gadaa system in Ethiopia is practiced by the Oromo people.
The Gadaa system is a complex system of governance with clear rules
and responsibilities for different age grades. It incorporates democratic
principles, with power rotating among different age sets.
6.1.2 Intra and Inter-ethnic Conflict Resolution Institutions
Ethiopia's diverse ethnic landscape is characterized by various ethnic
groups, each with its own cultural and customary practices.These intra-
ethnic conflict resolution institutions aim to restore peace and maintain
harmony within the community.

9
 Various inter-ethnic conflict resolution institutions have emerged to
facilitate peaceful resolutions and foster reconciliation between
conflicting parties.
These inter-ethnic conflict resolution mechanisms often involve the
participation of respected individuals or institutions from neutral
parties who are trusted by both sides.
6.1.3 Inter-ethnic Conflict Resolution
Interethnic conflicts in Ethiopia pose significant challenges to peace and
stability. One notable example is the establishment of the Ethiopian
Federal Democratic System, which incorporates measures to address
interethnic conflicts and promote peaceful coexistence. The system
includes provisions for power-sharing, resource allocation, and dispute
resolution mechanisms between different ethnic groups.
The Ethiopian government has also taken steps to establish institutions
such as the Ethiopian Federal Ethics and Anti-Corruption Commission
and the Ethiopian Human Rights Commission to promote peace.
6.1.4 Women's Role in Conflict Resolution and Peacemaking
The role of women in conflict resolution and peacemaking is
increasingly recognized as crucial in Ethiopia. Women often bear the
brunt of conflicts and are key stakeholders in building sustainable
peace.
The Ethiopian government has made commitments to ensure women's
participation in decision-making processes related to conflict resolution
and peace building. Efforts are being made to overcome barriers and
create an enabling environment for women's meaningful participation.
Chapter Summary
this chapter explores the various aspects of customary and local
governance systems and their role in conflict resolution and peace-
making in Ethiopia. It discusses the significance of indigenous and local
governance systems, the institutions involved in conflict resolution
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within and between ethnic groups, the role of women in peace
processes, legal pluralism, and the interplay between customary,
religious, and state legal systems.
These topics highlight the diverse approaches and mechanisms
employed in Ethiopia to address conflicts, promote reconciliation, and
build sustainable peace within communities.

Chapter 7

Introduction
Indigenous knowledge refers to the knowledge, practices, and beliefs
developed by indigenous peoples over generations, deeply rooted in
their cultural and environmental contexts.
The significance of indigenous knowledge is explored, emphasizing its
context-specific nature, adaptation to local environments, and
sustainability. Indigenous knowledge has proven effective in areas such
as agriculture, resource management, and community resilience, as it
draws upon long-standing experiences and observations of the natural
world.
Preservation of indigenous knowledge is crucial for maintaining cultural
diversity, sustainable development, and the well-being of indigenous
communities.
In conclusion, recognizing and valuing indigenous knowledge systems
are vital for fostering cultural diversity, sustainable development, and
inclusive decision-making. Collaboration between indigenous
communities, researchers, policymakers, and other stakeholders is
necessary to preserve and promote indigenous knowledge in a
respectful and equitable manner.

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 7.1 Indigenous Knowledge Systems (IKS) and
Practices
7.1.1Definition of concepts
Indigenous Knowledge Systems (IKS) refer to the knowledge, practices,
and beliefs developed and accumulated by indigenous peoples over
generations. They encompass a wide range of fields, including
agriculture, medicine, natural resource management, spirituality, and
traditional crafts.
Indigenous knowledge holds great significance for indigenous peoples
and the wider world. Indigenous knowledge is effective in areas such as
agriculture, resource management, and community resilience, as they
are based on long-standing experiences and observations of the natural
world.
Indigenous knowledge is crucial for maintaining cultural diversity,
sustainable development, and the well-being of indigenous
communities. Indigenous knowledge systems are important for
fostering cultural diversity, sustainable development, and inclusive
decision-making processes. Efforts to preserve and promote indigenous
knowledge should involve the active participation and collaboration of
indigenous communities, researchers, policymakers, and other
stakeholders.

7.2 Significance of Indigenous Knowledge

Indigenous knowledge is context-specific, taking into account the local
environment, resources, and cultural practices. It provides holistic
perspectives on the interconnections between humans, nature, and
spirituality.
Indigenous knowledge is significant for several reasons:

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1. Cultural preservation: Indigenous knowledge systems contain
valuable information about traditional practices, beliefs, and customs
that have been passed down through generations. Preserving this
knowledge is essential for maintaining the cultural identity of
indigenous communities.
2. Environmental sustainability: often includes a deep understanding of
local ecosystems, natural resources, and sustainable agricultural
practices.
3. Medical and healing practices: Many indigenous cultures have
developed unique and effective medical and healing practices based on
centuries of observation and experimentation and uses to enrich
modern medical practices.
4. Food security: Indigenous knowledge of traditional crops, farming
techniques, and food preservation methods can contribute to food
security and resilience in the face of climate change and other
challenges.
5. Biodiversity conservation: Indigenous knowledge often includes a
rich understanding of local flora and fauna, as well as traditional
methods for conserving biodiversity.
6. Social and political systems: Indigenous knowledge encompasses a
wide range of social and political systems that have been developed
over centuries.
Overall, indigenous knowledge is significant for its potential to
contribute to sustainable development, cultural diversity, and the well-
being of indigenous communities and the broader society.
7.3 Indigenous Knowledge and Development
Indigenous knowledge has the potential to contribute to sustainable
development by offering alternative approaches and solutions. It

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encompasses a wide range of domains, including agriculture, health,
ecology, and traditional technologies.
Incorporating indigenous knowledge into development requires
recognizing and respecting the rights, values, and priorities of
indigenous communities. It involves establishing partnerships based on
mutual respect and equitable participation. By involving indigenous
peoples in decision-making processes, development initiatives can
better address local needs, promote cultural diversity, and foster
empowerment and self-determination.
7.4 Preservation, Challenges, and Limitations of Indigenous
Knowledge
Preserving indigenous knowledge is crucial for maintaining cultural
diversity, intergenerational transfer, and community resilience.
However, numerous challenges and limitations exist. The erosion of
traditional practices, language loss, and cultural assimilation pose
threats to the continuity of indigenous knowledge systems.
External pressures from globalization, modernization, and market-
driven economies often undervalue and marginalize indigenous
knowledge. Intellectual property rights issues and the ethical use of
indigenous knowledge are also areas that require attention to ensure
that indigenous communities benefit from the commercialization and
dissemination of their knowledge.
Additionally, the transmission of indigenous knowledge faces
challenges due to changing lifestyles, limited documentation, and the
scarcity of younger generations willing to learn and practice traditional
knowledge. Efforts are needed to address these challenges and create
supportive environments for the preservation and revitalization of
indigenous knowledge.

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7.5 The Erosion of Indigenous Knowledge Systems (IKS)
The erosion of indigenous knowledge systems refers to the gradual
loss, devaluation, or abandonment of traditional knowledge and
practices. Factors contributing to the erosion include socio-economic
changes, cultural assimilation, educational systems that prioritize
Western knowledge, and the influence of mass media.
The erosion of indigenous knowledge has significant implications for
indigenous communities and the wider society. It can lead to the loss of
cultural heritage, decreased self-reliance, and the disruption of
sustainable resource management practices. Efforts to combat the
erosion of indigenous knowledge involve revitalization programs,
educational initiatives, community-led documentation, and the
recognition and validation of indigenous knowledge within broader
knowledge systems.
Chapter Summary
This unit explored the significance of indigenous knowledge, its
potential contributions to development, the challenges and limitations
it faces, and the erosion of indigenous knowledge systems. Indigenous
knowledge is context-specific, holistic, and offers valuable insights into
resource management, resilience, and cultural preservation.
Integrating indigenous knowledge into development requires respectful
partnerships and recognition of indigenous rights. Preserving
indigenous knowledge involves addressing challenges such as erosion,
commercialization, and limited transmission. Efforts are needed to
empower indigenous communities, document knowledge, and create
supportive environments for the continued vitality of indigenous
knowledge systems.

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337-355. Here are some sources that you can refer to for further
information on the topics related to customary and local governance
systems and peace-making:

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