Decolonizing Arts and Humanities in Ethiopian Contexts

Decolonization in arts and humanities contexts is increasingly recognised as a critical endeavor to address historical injustices and promote equitable engagement with diverse cultural heritages. Qualitative research methods were employed through interviews, focus group discussions, and document analysis with educators, students, and community leaders in selected Ethiopian universities and cultural institutions. Data was analysed using thematic content analysis to identify common themes related to decolonization efforts. Findings indicate that there is a growing acknowledgement among academic practitioners of the need for curriculum reform to include indigenous narratives, which has been supported by approximately 70% of participants in focus groups and interviews. There was also a notable shift towards incorporating traditional practices into teaching materials across all levels of education. The study concludes that while progress is being made, sustained support and institutional commitment are necessary to fully realise the potential for decolonizing Ethiopian arts and humanities curricula. Recommendations include developing a comprehensive decolonization strategy document, establishing an advisory board comprising community members and academics, and integrating decolonization into faculty development programmes to ensure long-term sustainability. Decolonisation, Ethiopian Arts and Humanities, Curriculum Reform