Navigating Adversity: The Roles of Itu Oromo Oral Narrative in empowering Children to

Cope with Crises

1. Introduction

Education is fundamental nature of human being. According to Fastigg (2018) unlike other
species, humans have always had ability to organize, store and transmit knowledge in sound and
language. Traditionally, this knowledge has been shared through storytelling. According to
(Artur et al., 2016; Martha and Mitch, 2005; Egan, 1989) telling story is a long-established
tradition in human culture that enhanced knowledge sharing since the beginning of human
existence. As it is presented by (Robertson, 2002; Najat et, al., 2014) through telling story like
myth, folktales, legend, many societies’ across the world have been educating their children

Before defining what storytelling actual is, it is important to see the two terms ‘story’ and
‘telling’ separately. Story is a narrative account of real or imagined event/s, whereas ‘telling’
refers to person to person presentation of a story to listeners (Gill, 2001). Thus, the term
‘storytelling’ refers both content (curriculum) and tool (teaching strategy). Several studies (e.g.,
Behmar, 2005; Kapsala and Mavrikaki, 2021; Matthews, 1994) have shown that storytelling is
the oldest form of education. People around the world have been teaching and socializing their
children through telling story. As Egan (1992), thinking of teaching as storytelling is not only
makes education simply and easy way of convincing but also it makes content of education more
context to specific culture and environment.

Using storytelling as educational tool has been effective because of variety of reasons.
Interaction, motivation, sense of intimacy and imagination (e.g. Debora and Daniel, 2004;
Schank, 1990) are some futures that make storytelling effective in education. Albert said
‘imagination is more important than knowledge’ since it enable kids to think outside the box.
Thus, storytelling heightens capacity of mental function that can help students to effectively
learning content of the story easily.
Material and method

This study aims to explore how Itu Oromo oral narratives empower children to cope with crises.
The research employs qualitative methods, including interviews, focus group discussions, and
observations. These methods are designed to gather comprehensive insights into the
effectiveness of oral narratives in teaching coping skills and resilience.

Accordingly, semi-structured interviews were conducted and data were collected from four
elderly people and four young women who are familiar with folktale and are known to teach
children in the community. These chosen people first narrated folk narratives. Then they gave an
explanation on how to teach children with it.

Other method used in data collection was FGD. Participants of focused group discussion were
purposely selected based on experience they have on title under study. Participants of focused
group discussion were asked to provide their view, preference, trust, they have to information
they obtain from how Itu Oromo oral narratives empower children to cope with crisis. In
addition, data on the benefits of teaching children through oral narrative were collected through
FGDs.

Observation is third methods used in data collection in this research. It was conducted by
researchers when the elderly told the oral narrative to the children, the performance of the
narrator and listeners were observed. In addition, the emotions expressed by the children when
listening to folk tales from the elders, and the way the elders taught the children in the form of
narratives about things in the environment were all collected through observation.

Data from interviews, focus group discussions, and observations were thematically transcribed
and analyzed. Key themes related to coping strategies, emotional responses, and the
effectiveness of oral narratives were identified and annotated.

4.1. Teaching about adversity

Children often face a variety of trials and tribulations and understanding how to navigate through
adversity is critical to their growth and development. Oral narrative also serves as an effective
tool for imparting important life lessons, especially when dealing with difficult situations. In
addition, through narratives, children learn about the harms of selfishness and the importance of
loyalty in friendship. Additionally, Oral narratives help children reflect on their choices and
realize that their actions can have far-reaching consequences. This can be seen from the
following narrative.

It was a time of famine. Four friends walked together in search of something to eat. These
friends are the aardvark (grass-digger), the hyena, the lion and the fox. When they walked
together they found something like a camel hump. Because of the severe hunger, we eat
later. They agreed that they would look for another food. Then aardvark or grave digger
put the leaves on the camel hump. Because he was going to eat it later alone. When they
went and looked for other food and couldn’t find it, the eagle found the camel hump and
ate it. After returning, they asked, what took our camel hump from us? After asking each
other, they lost someone to take it. So they agreed, Let us swear. Then the hyena said, I
swear. Let someone who went to a festival and ate for nine days put me in my mouth.
They tell me that you have an enlarged abdomen. He said I didn't see it. Fox what about
you? Fox said “someone whose daughter got married and both went back to the mother’s
house; may god make me the one who fights over guuftaa or traditional cloth in the
morning if I see this food. How about a lion? he asked. I would have been a king too. But
since we have sworn an oath together, I will swear that I will become king. The lion
swore so, “Let him make me a lawyer who sits on the bench and makes decisions,” he
said. They told the aardvark to come and swear. However, it was an aardvark that hid the
camel hump to eat alone and was eaten by an eagle. For this reason he swore that May
Allah make us people who desire justice and lose their place. To this day the aardvark is
said to be searching for that camel hump for the rest of the digging ground.

The narrative above teaches children a deeper understanding of adversity. Especially in terms of
teaching greed, betrayal and the resulting consequences. Accordingly, in terms of greed and
betrayal, the aardvark's concealment of the camel hump teaches how greed can affect not only an
individual but also society at large. That is, his desire to hoard food especially during a time of
famine reflects a fundamental human failing. The story shows that his act of betrayal against his
friends is an act that contradicts social tolerance and undermines loyalty. If loyalty is lacking, it
leads to a lack of trust in the community and helps children to develop loyalty and live with
dignity in the community.
Additionally, this narrative shows each of the actors and the consequences of their choices.
Accordingly, the concealment of the aardvark camel hump in this narrative posed a problem.
However, to this day, he remains digging for a solution to the problem. This teaches children that
if they cause problems, they will take responsibility for them. For this reason, this narrative helps
teach children to serve as problem solvers rather than problem creators. Therefore, this narrative
teaches that problems created by one person can harm own as well as society at large.

Furthermore, this narrative teaches that betrayal for the sake of problems leads to disloyalty
among friends. This leads to conflict and helps children learn the consequences of infidelity.
Another point to note in this story is that finding solutions to problems is a way to overcome
them. That is, after the eagle ate camel hump, the four couples said they would swear. This
indicates that a solution is needed for the wrongdoing. Accordingly, it helps children to find
solutions to problems even if they arise.

Another point this story conveys is about a moral lesson. That is, the moral of this story serves as
a powerful guide in adversity. It teaches the importance of honesty and the dangers of
selfishness. By highlighting the consequences of betrayal, it reinforces the idea that trust is
important in a relationship and can lead to profound challenges after a breakup. Furthermore, the
narrative functions as a cautionary tale, reminding readers that actions have consequences and
that seeking redemption can be a lifelong struggle for those who have lost their way.

On the other hand, the characters' oaths to seek justice reveal the necessity of accountability and
the pursuit of solutions in the face of adversity. By showcasing the repercussions of betrayal and
the importance of honesty, the narrative serves as a valuable reminder of the trust that underpins
healthy relationships. Ultimately, this story not only teaches children to confront and overcome
challenges but also emphasizes the significance of integrity and cooperation in fostering a
supportive community. Through these lessons, children can be better equipped to face their own
adversities with resilience and a strong moral compass.

4.2. Teaching children coping skill and strategy

In today’s world, children face many challenges from social pressures to academic stress.
Equipping them with effective coping skills and strategies is absolutely essential for their
emotional and psychological well-being. Story telling serves as a powerful tool in this process.
Plus, they provide valuable lessons in conflict resolution, generating critical thinking, and
resilience. Story cat and mouse illustrates these concepts beautifully, giving children insight into
how to navigate difficult situations, communicate effectively and adapt to unexpected
challenges. This story not only emphasizes the importance of understanding intent and balancing
commitment but also highlights the importance of having safe spaces and the power of
collaboration. Through these stories we can develop important skills in children that enable them
to face the challenges of life with confidence and creativity and the narrative was presented in
the following manner.

The rat asked each other, “Why is this cat eating us like this?” Then the old man said,
“They raise a cat (bashoo) so that it can eat rats.” “Now then let’s get along and I won’t
eat you again,” said the cat. “We will hold a day of reconciliation and reconcile together,”
they said. On the day of reconciliation, the rat went ahead of the reconciliation site and
dug a hole. He dug a hole and sat on it with his tail left. Cats came later. The Cats came
later. Then the cat said, “We will reconcile today.” “I won’t eat you anymore”. “Don’t
touch me either.” “Let’s be friends,” she said. The rats agreed with the cat's idea. Then
the cat took her tail and started spinning it.

The rat suspected the cat's actions:

“If refused, we will pit the children under” (“Diddu ijoollee jalli boollaa”)

“if refused, we will pit the children under” (“Diddu ijoollee jalli boollaa”)

“Diwwam diwwam,” he said. (Diiwwam diiwwam” jedheen.)

And then the cat:

“Surround the outside (“Ala marsi”)

“Surround the outside” (“Ala marsi”)

“Hold on,” she said. (Qabi jetteen)

Cat says hold surround the outside because she doesn’t know there’s a hole. Surrounded
the outside means hold it around the outside. Rat said if refused, we will pit the children
under×2 diiwwam means that even if reconciliation is refused there is a hole and go into
 the hole. While they were in this state, when cat said she had caught a rat, the rat went
into the hole. In this way, the rat is said to have burrowed under the cat and saved his life.

The above narrative about the mice and the cat teaches children how to cope when conflict or
problems arise. This helps firstly the mice understand the cat’s purpose at the beginning so that
the children are aware of the dangers that may befall them. Once they understand, he teaches
them how to be careful. Accordingly, the mice's decision to burrow as a precaution demonstrates
the importance of strategic thinking. Children learn to navigate difficult situations more
effectively by being prepared in advance. This teaches children to take action in the face of
adversity rather than waiting for circumstances to change.

Additionally, the dialogue between cat and mice highlights the importance of dialogue and
communication in conflict resolution. Children learn that discussing their feelings and needs
leads to better outcomes. On the other hand, the mouse’s suspicion of the monkey’s commitment
to befriend emphasizes the importance of critically evaluating others’ intentions. Teaching
children to think critically about commitments and to look for actions that match the words can
help them make safe choices.

Furthermore, the ability of mice to escape from burrows represents the importance of having a
safe place or strategies to retreat to when they feel threatened. Children can be encouraged to
identify their own “safe spaces” or coping mechanisms to use in stressful situations. On the other
hand, the rat’s quick thinking in response to the cat’s actions shows the importance of adaptation
and finding solutions to unexpected problems. Encouraging children to brainstorm multiple
solutions when faced with challenges can enhance their problem-solving skills. The mice’s
decision to survive despite the threat of the cat teaches resilience. It also teaches work together.
This story shows that sometimes, collaboration can lead to better results. Teaching children the
benefits of working together and supporting each other can develop teamwork skills.

4.3. Teaching children crisis management and solving skill

In an increasingly complex world, equipping children with effective crisis management skills is
important for their development. Story telling often serves as a powerful tool to illustrate these
concepts, offering relatable scenarios that resonate in children’s minds. The narrative that
follows is about a hyena and a lion, providing a rich narrative that explores themes of power,
teamwork, negotiation and resilience. The narrative was presented in the following way.

Once upon a time they left a little hyena at home and went in search of something to eat
with nine hyenas and a lion. When they wanted something to eat together, they found a
male donkey and nine ox. Then they asked who should divide the nine ox and the male
donkey. The hyena was afraid of the lion, so they said, “You are our father, our king, so
you divide us apart.” “I’ll justly separate.” I will give you us your number so that it can
be divided into two parts.” So he counted nine hyenas and after realizing there were nine
of them, he said, “Get out of there”. Gave him the only male donkey. Then these hyenas
became 10 with the male donkey. He said “once” to himself. Nine oxen added to himself.
They’re ten in all. I said, I will not despise you, since you are many; and I am sent by
lions like myself, take your donkey and go. They were afraid of the lion to say they
would speak. So they just took the donkey they were given and went home. The lion
added nine oxen to himself and took them in. They ate from the others and gave the rest
to his wife and slept. When the hyenas took the only donkey and went home they said to
the little hyena who stayed at home who didn't go to the shelter, who didn't go where
someone should have gone and talked the fighter waited at home. When they came in, he
started fighting, “We didn’t say we were going to campaign, what did you bring in?”
Then we went on a campaign with Mr. Lion in that little hyena. Nine people” we went.
“And the lion came alone.” “We got nine oxen and a donkey, and he counted us nine and
gave us one donkey and said you are ten and he took nine oxen and said we are equal to
ten with me.” Then, this little hyena said to these nine hyenas, “What kind of lion is this
that makes you do this?” nine hyenas told this little hyena not to talk about Mr. Lion and
kill us. “He’ll jump like me,” he said, reaching back into the sky. “You’ll go and see,”
they said. “Take this donkey to the lion, unless you are afraid of him, how did you take
this one donkey when he took the whole nine animals?” he said. “He is stronger than we
are, and we are afraid,” they said. He ran to the ground and said “kikikik” like “mine will
say this”. “Come and see,” they said. Then he scattered their conversation and took the
donkey to the lion's house. When he goes, Mr. Lion's wife is ready to protect him from
anyone who touches Mr. Lion. Mr. Lion is satisfied and sleeps with his hands on his
chest. Then the little hyena reached Mr. Lion’s wife. “Raise Mr. Lion for me and I’ll talk
 to him,” he said. “And Mr. Lion’s wife, pick it up yourself,” she said. When he went and
touched his body he said “gigigiig” and said “our lion I didn’t come for anything else, he
is our king, he is our elder, I brought you why did you take this one donkey from him”.
“Let’s go in peace,” he said, taking the only donkey away from him. After this, “you will
not go to the shelter with us, you will not go to talk with anyone.” “You don’t go to war
with a man where a man would go; you sit at home and lie when someone comes tired.”
They chased him out of the village and beat him. They said that the one that the hyenas
are wandering around the village today and eating every evening is the hyena of the
judge. The same is true of man. There is such a son who does not go to the shelter, who
does not say what a man says, who does not go with the fighter, who stays at home and
wants to break the decision of the parents who went to the shelter.

The above narrative focused on the hyena and the lion. Children can learn valuable lessons in
crisis management and problem solving skills from these narratives. In this narrative, the lion
also represents power and strength, while the hyena represents people who have to go through
challenging situations. Therefore this story teaches children to recognize and respect authority
figures in their lives (like parents, teachers, different leaders or their skills) learns from these
narratives to help them understand social dynamics during times of crisis.

Meanwhile, nine hyenas go on a campaign with a lion, showing that teamwork pays off. This
teaches children that cooperating with others in difficult situations can lead to better outcomes.
Additionally, the hyena estimates his strength and helps children to evaluate and understand the
vastness of his fear of fighting the lion. This reflects the need for children to assess the risks in
their environment. This helps them evaluate the consequences of their actions and make
informed decisions. Furthermore, the little hyena’s decision to confront the lion about the unfair
distribution of resources indicates the importance of speaking out in difficult circumstances.
Children can learn that advocating for themselves and others is a critical part of problem solving.

Specifically, the little hyena realizes that one donkey is not enough compared to the nine ox the
lion took. This highlights the importance of identifying the main problems in any problem. Once
the main problem is identified, finding a solution is the next step. This is a situation in which the
hyena speaks a little more directly to the lion, which is a discreet means of finding solutions. It
teaches that children are encouraged to think creatively about how to solve problems rather than
just accepting the status quo. However, the Narrative shows that all attempts to solve the problem
fail. The little hyena not changing the lion’s decision teaches resilience—children can learn to
adapt and try different approaches when faced with failure.

Furthermore, the little punishment the little hyena faces for his actions is a reminder that every
action has consequences. Teaching children to consider the possible consequences of their
decisions helps them make more thoughtful choices. Besides, the little hyena tries to negotiate
with the lion for fairness. Teaching children effective negotiation strategies can empower them to
resolve conflicts peacefully. Another point in the narrative that shows the lion’s wife being
prepared to defend him emphasizes the importance of being prepared for potential conflict.
Children can be taught to think ahead when faced with challenges and to prepare for different
outcomes. Finally, the narrative also shows the influence of a friend. That is, the reactions of the
other hyenas to the small hyena test show how peer pressure influences decision making.
Teaching children to think critically about peer pressure can help them make independent
choices.

Conclusion

The narratives of the aardvark and the camel hump, cat and mice as well as the hyena and the
lion, serve as powerful tools for teaching children about adversity, coping skills, crisis
management, and problem-solving. Through these engaging stories, children are exposed to
essential life lessons that promote understanding of complex social dynamics, the consequences
of actions, and the importance of community and cooperation. Both narratives emphasize the
significance of integrity, responsibility, and resilience in the face of challenges. The aardvark's
greed and betrayal illustrate how selfish actions can harm both the individual and the
community, reinforcing the value of loyalty and trust among friends. Meanwhile, the story of the
hyena and the lion highlights the need for children to respect authority, work collaboratively, and
advocate for fairness in difficult situations. The narrative of the rat and the cat conveys important
lessons about caution, trust, and strategic thinking in the face of potential danger. Initially, the rat
expresses concern over the cat's predatory nature, highlighting an awareness of the threat posed
by the cat. The proposal for reconciliation, while seemingly amicable, raises suspicion among the
rats. The rat digging a hole to escape demonstrates the importance of being prepared for
unexpected situations. This action symbolizes the necessity of having a safe retreat when facing
conflicts or threats.

In general these lessons encourage children to reflect on their choices and understand the broader
implications of their actions, fostering a sense of accountability and critical thinking.

Recommendation

 Those who formulate the Curriculum while incorporating it into oral narrative to teach
children with it
 If various documentaries were made on these folk tales to be passed on to the next generation
 Various researchers have paid attention to these folk narratives while conducting extensive
research

References