https://iiste.org/Journals/index.php/JCSD/issue/feedJournal of Culture, Society and Development2024-02-16T06:43:25+00:00Felixcontact@iiste.orgOpen Journal Systems<p>The journal is a peer-reviewed, international and interdisciplinary research journal. The scope of the journal includes, but not limited to, cultural studies, language, religions, arts, films, fashions, public perceptions and cultural dynamics under the globalization and industrialization background, socital development, society and population, development and sustainability, etc.</p><p>The journal also covers interdisciplinary research across the topics on culture, religions, technological development.</p><p>IISTE is a member of <a href="http://www.crossref.org/01company/17crossref_members.html">CrossRef</a>.</p><p>The DOI of the journal is: https://doi.org/10.7176/JCSD</p><p> </p>https://iiste.org/Journals/index.php/JCSD/article/view/61993Childhood, Youthhood and Social Inclusion in the Construction of African Future Identities2024-02-16T06:43:25+00:00Joseph Lah Lo-ohd@d.com<p class="Default">Besides placed at the margins of the public sphere and major political, socio-economic, and cultural processes, where their voices are rarely heard, African children and youth have many pressing development, health, education, economic and social needs that apparently stand on their way to positive, functional and productive future identities. Despite their critical value for future wellbeing, many of them still suffer minimal investments towards their healthy development, leaving them most of the time vulnerable. An argument around the construction of positive and productive futures in the continent becomes crucial in understanding African childhoods, adolescence and youth, and the perspectives and pathways that become key when young people transition to full adulthood. A major concern is the need for social inclusion in the policies, practices and frames of reference that characterise the context of child and youth development. This article profiles the way African childhood and youthhood are constructed, youth livelihoods and transition experiences, perspectives for flourishing and avoiding floundering as well as those for social inclusion and development policy orientations for African youth futures. The essence is to expand the theoretical position that childhood and adulthood are the today and tomorrow of any society, while youthhood is the bridge between them. And if childhood and youth are a mistake, then adulthood will be a struggle while old age will definitely be regretted. And that the lines etched in childhood and the years of adolescence and youth certainly draw the wrinkles of adulthood and ageing. A major conclusion is that major investments in children and youth as well as their social inclusion in the construction of their future identities is a profitable trajectory and pathway to positive and productive futures for today’s children and youth.</p> <p><strong>Keywords: </strong>childhood, youthhood, social inclusion, future identities, African future identities</p> <p><strong>DOI:</strong> 10.7176/JCSD/72-01</p> <p><strong>Publication date: </strong>January 31<sup>st</sup> 2024</p>https://iiste.org/Journals/index.php/JCSD/article/view/61994A Biography of Shekota Gumma (1865-1937)2024-02-16T06:43:25+00:00Anteneh Wasihund@d.com<p>The purpose of this paper is to examine the life history of Shekota Gumma, his teaching career and the contribution of Shekota Gumma for the spread of Islam in Gumma and its areas. <strong>Methodologically, the research as historical study attempted to examine both primary and secondary sources. The primary sources are exclusively depends on archives and oral interviews with important informants in the former territories of Gumma presently the districts of Toba, Sigmo, Dhiddeessa, Gatera and Bunnoo Bedele town. The collected oral data are analyzed. Different types of secondary sources such as books, journals, theses, are also scrutinized and relevant materials extracted for checking and counter checking. The finding of the study shows that,</strong> in his teaching Shekota Gumma never touched politics. Shekota was able to cultivate a number of Quranic students. His effort to teach his student in their mother tongue Afaan Oromo paved the way to create solidarity among the Gumma people. He also wrote down a number of religious manuscripts in Afaan Oromo using Arabic scripts.</p> <p>Keywords<strong>: </strong>shekota Gumma; Gumma; Islam; religious manuscripts</p> <p><strong>DOI:</strong> 10.7176/JCSD/72-02</p> <p><strong>Publication date: </strong>January 31<sup>st</sup> 2024</p>https://iiste.org/Journals/index.php/JCSD/article/view/61995Curriculum as a Political Activity in Tanzania: Evidences from Literature2024-02-16T06:43:25+00:00Nanai Emmanuel Nanaid@d.com<p>This paper seeks to answer the question why curriculum is regarded as a political activity. In the introductory part the key terms are defined followed by an overview of the curriculum process. The paper further describes how various individuals and groups with different interests and obligations are involved in the curriculum making process and their influences thus making curriculum a political activity. These individuals and/or groups are categorised as the ones who make direct decisions and the others who influence the decision makers. It is asserted that the Tanzania government through the Ministry of education, science and technology (MoEST) determines the official curriculum. Teachers are also curriculum decision makers in the sense that they are the mere implementers of the official curriculum in the classrooms, however they are less or not at all involved in making decisions on the curriculum mandatory aims, goals, objectives, contents and teaching and learning strategies. This paper therefore gives a critical analysis of the roles played by the curriculum decision makers and influential groups to see how curriculum making process is largely a political activity. Lastly a concluding note and recommendations are given.</p> <p><strong>Keywords:</strong> Curriculum, Political, Activity</p> <p><strong>DOI:</strong> 10.7176/JCSD/72-03</p> <p><strong>Publication date: </strong>January 31<sup>st</sup> 2024</p>https://iiste.org/Journals/index.php/JCSD/article/view/61996The Relationship between Aspects of Reading Motivation and Learners’ EFL Reading Comprehension Ability: The Case of Second-Year EFL Students at Gambella University, Ethiopia2024-02-16T06:43:25+00:00Demis Gebretsadik Deneked@d.com<p>The purpose of this study was to investigate the relationship between aspects of reading motivation and reading comprehension ability of second-year EFL students at Gambella University, Ethiopia. The study was conducted in a sample of 40 EFL students selected through comprehensive sampling technique. To collect the required data for the study, questionnaire and reading comprehension test were used. The study was a quantitative cross-sectional research in its type, and it employed a correlation and multiple regression statistical procedures to analyze data. Pearson product moment correlation and multiple linear regression statistical procedure were followed. The statistical significance was tested at P= 0.5 level of significance. Accordingly, the value of the Adjusted R-square (R=.775) indicated strong fit. This implies that, among the eight aspects of reading motivation, six predictors computed in the model strongly predict EFL students reading comprehension ability. Specifically, the aspects of reading motivation (grade, curiosity, involvement, work avoidance, self-efficacy and importance) had strongly predicted learners reading comprehension ability. Thus, it was recommended that teachers should keep on motivating students and engage them on meaningful reading activities. Students have to realize the importance of aspects of reading motivation since they have significant relationship and strongly predict their EFL reading comprehension ability. Furthermore, further studies are crucial to address nonlinguistic constructs related with EFL learners reading comprehension ability since it was found that aspects of reading motivation predict 77.5% of EFL students reading comprehension ability in the present study.<strong></strong></p> <p><strong>Keywords</strong>: reading , motivation, comprehension, EFL students,ability</p> <p><strong>DOI:</strong> 10.7176/JCSD/72-04</p> <p><strong>Publication date: </strong>January 31<sup>st</sup> 2024</p> <p> </p>