New titles ASC LeidenASC Leiden RSS feedhttp://www.asclibrary.nl/rss/NewtitlesASCLeiden.xml https://www.tandfonline.com/doi/full/10.1080/00083968.2026.2701522?af=R Smugglers, Speculators, and the City in the Ethiopia–Somalia Borderlands Routledge: Canadian Journal of African Studies : Table of Contents ]]> Wed, 02 Sep 2026 12:17:07 +02:00 https://www.tandfonline.com/doi/full/10.1080/17532523.2026.2686368?af=R Emperor Tewodros II of Ethiopia: Between Contested Narratives and Historical Reality tandf: African Historical Review: Table of Contents ]]> Thu, 27 Aug 2026 11:16:29 +02:00 https://journals.sagepub.com/doi/abs/10.1177/00020397261472815?ai=2b4andamp;mi=ehikzzandamp;af=R Self-Governance of Common-Pool Resources Under Rapid Urbanisation: The Case of Lake Hawassa, Ethiopia SAGE Publications Ltd: Africa Spectrum: Table of Contents Contemporary common-pool resource (CPR) theories recommend self-governance as an effective management approach. This article investigates the implications of rapid urbanisation on CPR self-governance, using Lake Hawassa in Ethiopia as a case study. ...]]> Thu, 27 Aug 2026 11:16:29 +02:00 https://www.tandfonline.com/doi/full/10.1080/10246029.2026.2712238?af=R China’s security presence in Africa and the horn of Africa: Ethiopia as a key strategic partner email at [emailand#160;protected] or by phone at +251 921597152. via tandf: African Security Review: Table of Contents ]]> Thu, 27 Aug 2026 11:18:52 +02:00 https://ajod.org/index.php/ajod/article/view/1975 Navigating barriers and enablers to academic success for students with disabilities at the University of Gondar, Ethiopia: A participatory action research approach African Journal of Disability Objectives: The current study sought to include SWD voices by examining their experiences and identifying barriers and enablers to education in Ethiopia.
Method: A participatory action research approach with a critical theory lens, engaging SWDs in two phases was carried out. In phase one, student researchers received training through collaboratively developed modules on research concepts, questions, tools and data analysis. Student researchers identified, co-created, refined and finalised the study methods. In phase two, student researchers conducted 18 interviews and two focus group discussions.
Results: Results indicated that physical, sensory and financial inaccessibility negatively influenced the social lives of SWDs, reinforced stigmatising societal perspectives and disadvantaged them compared to their peers without disabilities. Stigma led to feelings of hopelessness and social exclusion. However, having a supportive (‘threshold’) person or organisation, individual grit, love and trust in education and a desire to defy critics (i.e. positive revenge) contributed to student success.
Conclusion: Early interventions are vital for supporting SWDs in engaging with education. A dedicated advocate can significantly impact their success.
Contribution: This study contributes to disability studies and inclusive policy by centring the voices of SWDs in Ethiopia, highlighting their lived experiences. It offers practical insights into how systemic stigma, inadequate infrastructure and limited psychosocial support hinder inclusion, while support systems, personal resilience and early interventions enhance educational success.]]> Thu, 27 Aug 2026 11:18:52 +02:00