the colonial endeavors of the Great Powers. This article's goal is to examine the events of the First Italian-Ethiopian War in a detailed way. It seeks to show that alongside the better-known English, French, and German examples less illustrious states
Changing conceptions of boredom, progress, and the future among young men in urban Ethiopia, 2003–2015
“In Ethiopia, there is too much time. Tomorrow is very far from today. The evening is very far from the afternoon. There is no difference between today, yesterday, and tomorrow.” In the early 2000s, statements such as this were common among
spread beyond America's borders to more than 60 countries around the world. Israelis of Ethiopian origin (IEO), who had experienced similar incidents in recent years, protested in solidarity. Although more than 30 years have passed since the first
Annabel Erulkar and Girmay Medhin
Ethiopia who were formed into groups that met for three to four months and were provided with HIV and reproductive health (RH) information and financial literacy, as well as skills related to communication, self-esteem, and equitable gender roles. In
Encounters in the Public Space
This article discusses the reactions of Israelis in the public space to 'mixed families' that include members of Ethiopian origin, written from the perspective of members of such families. The findings reveal that Israelis still react to the dark skin color of Ethiopians in mixed families and that, in most cases, 'black colors white', that is, behavior toward the mixed family is determined mainly by the presence of its black member. The three typical responses are as follows: (1) expressions of surprise at the presence of an Ethiopian in the family, evincing a stereotypical view of Ethiopian immigrants and their place in Israeli society; (2) invasions of privacy that are perceived by the family members as greatly exaggerated when compared with Israeli norms; and (3) declarations of appreciation for/admiration of the 'white' partner in the family for 'lifting up' the 'black' person through a (supposedly) altruistic act. The major conclusion is that Israeli society has yet to accept mixed families that include Jews of Ethiopian origin as a normative category.
This article elaborates on the connection between hygiene/cleanliness and the bureaucratic control of Ethiopian immigrants in Israel. It discusses the role of stigmatisation in constructing immigrants' perceived backwardness and weakness, which necessitate guidance. The analysis also demonstrates the patronisation of immigrant women through inspection of their tidiness as mothers and housewives. The case of the Ethiopian immigrants, who began arriving in Israel at the beginning of the 1980s and still immigrate, will be used to suggest that the bureaucratic regulation of immigrants, rather than racism or cultural differentials, is behind the integration process. Moreover, the similarities between the absorption practices applied towards immigrants from Ethiopia and those from Muslim countries in the 1950s will be discussed in terms of the bureaucratic patronage over immigrants in Israel.
Hirut Tefferi and Katy Anis
This report aims to identify the individual and external factors that have engendered the development of resilience among Ethiopian secondary school girls. Pact Ethiopia initiated this study on resilience as a component of the GET-SET project in order to better understand how girls overcome and pursue their education despite multifarious adversities in their personal lives and in the wider environment. The GET SET project is funded by the Oak Foundation, a donor which funds activities to combat global social and environmental concern that have a major impact on the lives of the disadvantaged, particularly in relation to child abuse, human rights and women’s development. The GET SET project works to empower girls whose life circumstances put them at risk of sexual exploitation and abuse in their communities and school environment. GET SET builds on a sister project of Pact Ethiopia, Girls’ Empowerment and Management Project (GEM), which provided significant academic strengthening, economic strengthening and life skills training inputs into girls’ lives over a two-year period. GET SET operates around the vicinity of fifteen secondary schools in three regions of Ethiopia: Amhara, Gambella and Southern Nations, Nationalities and Peoples Region (SNNPR).
This article reconstructs the evolution of the representation of Italian colonialism in history textbooks for upper secondary schools from the Fascist era to the present day. Textbook analysis is conducted here in parallel with the development of Italian historiography, with special attention being paid to the myth of the "good Italian", incapable of war crimes and violence against civilians, that has been cherished by Italian public opinion for a long time. Italian historians have thoroughly reconstructed the crimes perpetrated by the Italian army both in the colonies and in Yugoslavia and Greece during the Second World War, and this issue has slowly entered history textbooks.
2010s has this trend started to shift. Ethiopian artists – both graduates of the best art academies and artists with no formal higher education – introduce new representations into the field of local visual culture and demand the public and the
A Response to John Dunn
its long tail. In Ethiopia, the popular revolutionary uprising of the Tigrayan People’s Liberation Movement did not succeed until 1991, so I think Dunn must give this one to me. Even if Meles Zenawi tacked away from socialism in his pragmatic embrace