ETHIOINQUIRY Journal of Humanities and Social Sciences

From Scriptures to Screen: Representations of Ancient Rome in Biblical Texts, Hollywood, and Africa's Black Jesus Films

Endong C. — 2026-06-26

It is hard, if not impossible, to narrate Jesus’s story without mentioning ancient Rome. particularly its brutal imperialist culture in Israel. The gospel accounts of Jesus’s life, ministry, and death (particularly the segment dedicated to the passion of Christ) provide discernible hints of Roman presence and imperialism in ancient Judea. In line with this, most literal interpretations of the gospel story (notably Mel Gibson's The Passion of the Christ) make ample allusion to this Roman domination in Israel through evocative scenes like Jesus’s trial before Pontius Pilate and Herod, as well as scenes of the scourging and crucifixion of Jesus Christ. On their own side, symbolic film adaptations that set Jesus’s story in African contexts tend to erase, downplay, or semiotize the aforementioned Roman presence and imperialism in ways that often generate contextual, technological, or historical anachronisms as well as an oversimplification. of the story of Jesus. This understudied phenomenon is examined in this paper in light of relevant Black Jesus films produced by African cineastes. Specifically, this study uses semiotics. textual analysis of relevant Jesus films, and critical exploitation of secondary sources to answer three principal research questions: how is ancient Rome’s imperialistic influence represented in both historical sources and biblical scriptures? How has this influence been represented in the literal interpretations of Jesus' story? How have African radical adaptations of biblical Scriptures often portrayed or misrepresented Rome? The paper argues that through various forms of symbolization and narrative ellipsis, African Jesus filmmakers hint at Rome’s imperial influence but generate various forms of cultural and technological anachronism that affect the aesthetics and coherence of their Black Jesus films. This implies that the application of African cultural hermeneutics and Black liberation theology in the production of the Black African Jesus film is bound to work only partially and lead to controversial results.

Trending Tensions: Social Media and Influencer Engagement in the Grand Ethiopian Renaissance Dam Dispute

Sintayehu Gebru — 2026-06-26

The Grand Ethiopian Renaissance Dam (GERD) is a highly contentious issue in African and Middle Eastern geopolitics. This issue has led to extensive international and domestic discourse and negotiations. Social media can be regarded as a central stage for state and non-state actors to express themselves regarding the GERD issue and engage in informal forms of digital geopolitics. This study aims to examine the role of social media in shaping the GERD issue, with a specific emphasis on the Egyptian and Ethiopian perspectives, which are the most vocal and impactful contributors to this issue. This study employed a qualitative research approach and collected
data through interviews with 18 key informants, including diplomats, geopolitical experts, social media influencers, state officials, international journalists, and domestic advocates. The study used thematic analysis to extract meaning from key informants’ interview data. The study found that social media has greatly altered the way the GERD issue is framed, emphasizing nationalism, counter-hegemonic narratives, misinformation, and emotional framing. This study contributes to the existing literature on digital geopolitics by examining the role and impact of social media on conflict and conflict management. This study concludes that a deep
Understanding of the role and impact of social media can help resolve international and domestic conflicts, with a specific emphasis on the Nile River Basin.

Framing the Public Sphere in the Ethiopian Media: An Analysis of Newspaper OP-ED Sections

Belew Anley Taglo — 2026-06-26

This study examines the framing of Ethiopia’s 2018 governmental reform in the op-ed sections of four selected newspapers—state-owned Addis Zemen and Ethiopian Herald and privately owned Addis Admas and The Reporter—by applying the theoretical framework of media framing. Drawing on methodological insights from textual analysis, 24 op-eds were read to understand how the reform was presented through the selection of contributors and the presentation of competing frames in the media. The study reveals that the reform is framed differently in the selected media via topics, dominant themes, sources cited, or a combination of these devices. Contrary to the original purpose of the op-ed column, the analysis reveals a significant gap. Not varied perspectives are found in the process of discussion, as the op-eds in each media outlet are framed using a limited set of interpretations derived from two dominant frames: responsibility and binary frames. Textual analysis further reveals that these frames manifest through distinct
subframes. Specifically, the state-owned Addis Zemen and The Ethiopian Herald employ a societal-level responsibility frame, whereas the privately published Addis Admas and The Reporter shifted the focus to individual accountability. Regarding binary framing, Addis Admas, Addis Zemen, and The Ethiopian Herald consistently portray the reform positively, while The Reporter adopts an anti-reform stance in the binary frame. These findings suggest a media landscape characterized by deficient discursive diversity and a tendency towards interpretive homogenization and polarization in the media. This gap between the ideal of diverse public discourse and the reality of limited framing practices suggests the critical role media outlets play in shaping public understanding of complex political events such as Ethiopia’s 2018 reform.

Communicative Grammar Instruction Practices in Grade 10 English Classrooms: The Case of Bule Hora University Community and Bariso Dukale Secondary Schools

Ammanuel Berhanu Jarssa — 2026-06-26

This study examined the use of Communicative Grammar Instruction (CGI) in grade 10 English as a Foreign Language (EFL) classroom at Bule Hora University Community and Bariso Dukale Secondary Schools to investigate teachers’ theoretical understanding of CGI.
their classroom implementation, and the difficulties they faced in implementing CGI. The researchers employed a descriptive research design to observe current classroom activities without manipulating variables while gathering quantitative and qualitative data through student questionnaires, classroom observations, and teacher interviews. The research discovered that teachers understand CGI at a basic level, which they consider essential for building students’ communication skills, while using conventional teaching methods. Classroom assessments, together with student feedback, demonstrated that students engaged in few communication
activities because teachers focused more on explaining rules and achieving precise sentence construction than on developing actual language skills. The application of CGI faces challenges because large classrooms restrict teaching periods and have insufficient educational resources. Students lacked the chance to use their grammatical skills during real-life communication situations. The study demonstrates that teachers value CGI at the conceptual level. However, they face practical and contextual barriers that hinder the successful implementation of CGI in classrooms. This suggests that educators should move away from rote memorization and adopt inductive and communication-centered strategies, where grammar is viewed as a functional instrument for meaningful exchanges and real-world use. This pedagogical pivot requires students to step into an active role via task-based activities, not just sit and receive input. It shifts them from passive reception to practical discovery. To maintain these changes, institutions must also address logistical problems such as overcrowding and resource shortages to ensure consistent CGI implementation.

Ethnic Interactions and Conflicts in Maji Awraja and Surrounding Areas: Historical Insights from the 1980s to the Present

Amare Fenta Gedamu — 2026-06-26

This article investigates the conflicting ethnic interactions in the Maji awraja and its surrounding areas from the 1980s to the present, aiming to challenge prevailing assumptions about the causes of ethnic conflict. Utilizing a combination of qualitative methods, including interviews and historical document analysis, data was collected from local informants, government reports, and scholarly literature. The analysis focused on identifying key contributing factors to the conflict, revealing that the movement of South Sudanese Toposa people into the interior parts of Maji awraja basically searching for huge fertile and mineral-rich (gold) lands; ethnic divisions within local governance; and ineffective governance at multiple levels were more significant than traditional explanations like resource competition and raiding. The principal findings indicate that political narratives and misrepresentations have obscured the complex realities of ethnic relationships in the region. The study concludes that attempts to improve interethnic relations have been largely unsuccessful, with persistent tensions and conflicts rooted in historical grievances and governance failures. It recommends that future conflict resolution efforts prioritize understanding local dynamics and historical contexts while enhancing governance
structures to address the underlying issues effectively. These implications suggest a need
for more nuanced policies that consider the socio-political landscape and historical injustices impacting ethnic interactions in Maji awraja.

Correlation between Sign Language Fluency and Amharic Literacy Skills in Deaf Ethiopian Students: A Comparative Study

Tesfaye Basha — 2026-06-26

This study examines the correlation between Ethiopian Sign Language (EthSL) fluency and Amharic literacy skills among deaf students in Ethiopia, addressing critical gaps in the understanding of linguistic interdependence in a multilingual context. Despite the constitutional recognition of EthSL in 2008, deaf students face persistent literacy disparities, with only 23% meeting national standards. Employing a mixed-methods comparative design, the study assessed 76 deaf students (80.3% with profound hearing loss) from four schools. EthSL proficiency was evaluated by native signers (inter-rater reliability: r = .94–.95), and Amharic literacy was
measured using standardized reading comprehension tests. Results revealed a strong positive correlation between EthSL proficiency and Amharic reading comprehension (r = .87, p < .001), with high-proficiency students scoring 90.42% compared to 34.50% among low-proficiency peers (d = 5.92). High-proficiency students significantly outperformed their low-proficiency peers across PSLCE subjects (d = 0.56–0.69), with EthSL proficiency uniquely explaining 37% of the variance in academic achievement. Special schools demonstrated higher proportions of high-proficiency students (61.1%) than inclusive settings (36.0%) and significant vocabulary
advantages (d = 0.51), but no comprehension differences were found. Age of EthSL acquisition significantly predicted all literacy outcomes after controlling for current age and school type (β = -.25 to -.31, p < .05), with earlier exposure conferring lasting advantages. Qualitative data revealed systemic barriers, including limited teacher training and delayed language access. These findings support the linguistic interdependence and critical period hypotheses, demonstrating that EthSL proficiency is a foundational prerequisite for Amharic literacy acquisition. The results mandate policy reforms prioritizing early hearing screening, family-centered EthSL intervention, mandatory teacher proficiency standards, and equitable resource allocation to ensure deaf learners access language-rich environments during critical developmental windows.