School Arts and Social Sciences

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Browsing School Arts and Social Sciences by Author "Angucia Margaret"

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    Broken Citizenship: Formely abducted children and their social reintegration in Northen Uganda
    (2010) Angucia Margaret
    Among the large Scale conflict that have defined the African continent in twentieth and twenty-first centuries, is the Lord Resistence Army (LRA) rebellion against President Museveni's government in Northern Uganda. The conflict resulted in insecurity in all forms, including the abduction and use of children in the war, a continuation of the historical involvement of conflict the world over. The children's' war experiences of abduction, captivity and other human rights violations while with the LRA have led to complex and difficult relationships with their community and they now need assistance to be reintegrated back into the society. consequently, the general research question guiding this study was: What are the experiences of the formerly abducted children and can they be reintegrated into their communities?
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    Child soldiers or war affected children? Why the formerly abducted children of northern Uganda are not child soldiers
    (Intervention, 2014) Angucia Margaret
    In many places around the globe, over many centuries, adults have forcibly involved children in war. In more recent times, these forcibly involved children have come to be collectively referred to as ‘child soldiers’, in an attempt to address the crises that these children experience within war conditions. However, recent ¢eld experiences from northern Uganda show that children, formerly abducted by the Lord’s Resistance Army, as well as the community they return to, do not consider themselves as soldiers. This paper explains the reasons why the children reject this categorisation and prefer to be regarded as war a¡ected. This paper concludes with the warning that erroneous categorisation of war a¡ected children might in£uence, and/or undermine, the e¡ectiveness of targeted intervention programmes.
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    Children and War in Africa: The Crisis Continues in Northern Uganda
    (Professors World Peace Academy, 2009) Angucia Margaret
    Since the 1990s when the nature of conflict changed from interstate to intrastate, the use of children in the battlefronts and related places has become unprecedented. This paper discusses issues on children and war based on African experiences. The paper shows how children and their surroundings suffer in war conditions and how the crisis of use of children continues in northern Uganda. Issues that face children in war refuse to go away, the paper concludes. This paper is a version of the theoretical framework of the author's thesis on the social reintegration of war-affected children in northern Uganda. She is indebted to Inge Hutter, Peter Kanyandago and Jacques Zeleen.
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    Impact of Agricultural Modernization on the Socio- Economic Status of Smallholder Farmers in Luweero and Nakaseke Districts in Uganda
    (Nkumba University, 2017) Angucia Margaret; Wamala Gerald; Bogere Mohammed
    The aim of this paper was to study the impact of agricultural modernization on the socio-economic status of smallholder farmers in Luweero and Nakaseke Districts. The study adopted a cross sectional research design using a sample size of 350 respondents who were randomly selected from eight Sub-counties in the two districts. Primary data collection was done through the use of self-administered questionnaires, interview guides and focused group discussions. The data was analysed using the independent samples t-test. The findings revealed that low adopters of modern agricultural practices were significantly at a disadvantage when it comes to the acquisition of valuable assets compared to high adopters. Findings further indicated that food security, household income and expenditure were significantly higher among high adopters than low adopters. Promotion of awareness about the benefits inherent in agricultural modernization as a vehicle for improving smallholder farmers‟ socio economic status isrecommended.
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    Teacher and Administrator Perceptions of Peace Education in Milwaukee (US) Catholic Schools
    (Routledge Journals, Taylor & Francis Ltd, 2021-11-08) Velez Gabriel; Angucia Margaret; Durkinc Thomas; O’Brien Lynn; Walker Sherri
    Often intersecting with systemic inequity and injustice, young people’s exposure to community violence has been linked to a myriad of developmental impacts. A growing literature demonstrates the potential of peace education programs to promote resilient and prosocial outcomes for these individuals. Still, more work can be done to understand underlying mechanisms and implementation challenges to support these young people and build cultures of peace through education more effectively. In this article, we detail the theoretical foundation, context, and socioecological model for Marquette University Center for Peacemaking’s Peace Works program in Milwaukee, Wisconsin, United States, before presenting the results of focus groups with teachers and administrators where it was implemented. The conversations touched on how teachers and administrators perceive of the implementation of this peace education program, what impacts they observe in students and school culture, and obstacles to promoting peace in students, schools, and broader communities through this approach. Overall, we aim to contribute to understandings of peace education in violent urban contexts by offering a model built on a theoretical focus on nonviolent communication and behavior and a socioecological model for transformative change, as well as lessons from the program’s implementation.