East African Journal of Traditions, Culture and Religion

Kohar, the Potters of Terai: An Ethnicity Sustaining the Art of Pottery

Manoj Kumar Tharu — Sun, 18 Feb 2024 11:53:55 +0000

Potters are artists, and pottery is an ancient art of making artifacts from clay. The earthenware mainly includes items like lamps, pots, idols, etc., which are baked in fire and have been used in day-to-day activities, including cooking, decorations, and religious functions since the earliest date of human civilization. This paper is based on the descriptive method and aims to assess the traditional lifestyle of Kohar, the potter community in the Terai of Nepal. The direct interview was conducted with active pot makers residents of Rupandehi district, Nepal, to know they utilize what raw materials and equipment, what procedures for making a typical pottery are, what kinds of general earthenware are being produced, and what current difficulties affecting their tradition and culture. This cross-sectional study was conducted on the occasion of Dipawali, a Hindu festival in November 2023, and leads to the conclusion that the Kohar community of Nepal is encountering issues like shortage of quality soil, lack of market, and decreased interest of new generation in the pottery

Management and Utilisation of Land Resources to Attain Economic Sustainability Among Christians in West Ankole Diocese, Uganda

Madelean Ahereza, Johnson Ocan, PhD, Francis Adyanga Akena, PhD — Sat, 09 Mar 2024 12:01:06 +0000

The aim of the study was to examine the land resources that are accessible in the West Ankole Diocese, their management and use, and the obstacles that stand in the way of the diocese achieving the targeted level of economic sustainability. Bushenyi district, Sheema, Mitooma, Rubirizi, Buhweju, and the Greater Bushenyi area are all included in the West Ankole diocese. The study incorporated qualitative as well as quantitative techniques, such as the observation method, focus groups, and one-on-one interviews. Using these methods, researchers observed the behaviour of study participants and made inferences about their responses and operations. It was anticipated that the primary conclusions of the results would clarify some shortcomings, highlighting gaps in the methods used for the utilisation of terrestrial resources, which resulted in development imbalances, high rates of malnutrition, and food shortages while other resources remained idle. The reasons for this were further explored, and potential mitigation strategies were put forth. In terms of contribution, this study suggested regulated population expansion, informed instruction in contemporary land use, and a shift in land ownership. The limitations of the study concluded that the problems addressed in this research and the suggestions presented provide the basis for improving the land use practices being conducted. The study looked for novel strategies that, if adopted, would enhance the economic livelihoods in West Ankole Diocese and raise living standards and sustainably generate income. It also identified land resource practices that have contributed to underdevelopment. According to the study, in order to achieve sustainable growth through the use of land resources, the diocese would eventually generate higher economic gains from the resources if the relevant authorities were empowered. It has been carried out in Uganda for the first time, despite being founded on a review of pertinent papers

Traditional Practices and Education Rights: A Case of University Female Students in Hodon District, Somalia

Abdirizak Bashir Nur, Rogers Barigayomwe, PhD — Mon, 11 Mar 2024 12:22:26 +0000

Education is a fundamental right and plays an important role in development (United Nations Educational, Scientific and Cultural Organization, 2020). However, in Hodon District, Somalia, traditional practices and cultural beliefs significantly influence educational opportunities available, particularly for marginalized groups like girls (Abdullahi & Said, 2012; Ahmed, 2000). Somalia has a rich cultural heritage shaped by diverse traditions that form societal norms, though some perpetuate gender inequality and limit girls' education (Abdullahi & Said, 2012). It is important to examine Hodon District's prevailing traditions and their impact on education rights to identify improvement areas and strategies (Hassan & Lewis, 2008; Warsame, 2001). Traditional practices may include gender roles, restrictions on girls' schooling, early marriage, and limited resources that hinder enrollment, retention and achievement (Omar & Hersi, 2011; Roble & Wardheer, 2003). Additionally, traditions can affect boys' education through expectations like income contributions over schooling (Roble & Wardheer, 2003). To properly address barriers, comprehensive understanding is needed of prevailing practices and implications for opportunities (United Nations Children's Fund, 2010). The objective was to examine the effect of Traditional Practices on Education Rights: A Case of University Female Students in Hodon District, Somalia. The theoretical framework of this study is grounded in liberal feminism theory, as advanced by Jackson and Pearson (2002). A mixed-methods approach was used combining qualitative and quantitative data from interviews, questionnaires and a sample of 358 female students from universities in Hodon district, Somalia. The research examined the influence of traditional practices on education rights through a descriptive design aimed at understanding subjective experiences. Findings revealed Somali traditions are gender sensitive in education with a mean of 3.765. Cultural support for education in communities had a mean of 2.073. Regression analysis between traditional practices and education rights yielded a correlation coefficient (R) of 0.749. The model summary results were: R = 0.749, R2 = 0.560, Adjusted R2 = 0.559, meaning traditional practices explain 56.0% of the variation in education rights, while other factors account for the remaining 44.0%. It was concluded that traditional practices have a significant effect on education rights for university female students in Hodon district. Specifically, improvements to traditional practices that increase support for girls' education could positively impact education rights in Mogadishu. The study provides insight through quantitative and qualitative examination of the influence of traditions