School of Arts and Social Sciences

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Books
(2010) Angucia, Margaret
Chelpi-den Hamer’s book on the youngest recruits brings to attention the prevalence of the problem of children involved in conflict in Cotê d’ Ivoire. This is important because the problem of the involvement of children in conflict in the West African region has been dominated by the cases in Liberia and Sierra Leone. In this regard, the book flags another area where attention needs to be paid in relation to children in war. However, as the reader goes on, the lack of comprehensive information on the conflict in Cotê d’ Ivoire as the context for Chelpi-den Hamer’s “child soldiering” does not clarify to the reader if the phenomenon occurs in Liberia, Cotê d’ Ivoire or in both countries. By use of the term “child soldiers”, Chelpiden Hamer’s book is part of the dominant literature referring to children who have been involved in conflict as such. This reference is the unforgiving stigma the academia, the humanitarian industry and the common man attach to these children who have been both victims and victimizers. She has no reflections on how to change the discourse on “child soldiers” by use of alternative language to be able to see such children, for instance, as “war-affected”, however differently.
Language and Girl Child Education:
(Uganda Martyrs University, 2016) Namusisi, Speranza
This book focuses on the role language plays in the education of girls in Uganda’s primary education. It provides a historical and theoretical background to genders socialization education and language. It further discusses the theories and policies of Language and gender in education The study brings to light the impact of language use on the girls’ life in school. It shows that the nature of language and how it is used can be a roadblock to girls’ attainment of education. This is because language has symbolic power which influences interaction. Evidence from the girls and other stakeholders show how girls have dropped out of school as a result of the way language issued at school and its surroundings. The author recommends a supportive environment for girls’ education while paying special attention to the language policy in Uganda’s education system, a review of the study materials (especially those that are pictorial) used in children’s academic textbooks to portray gender balance, and training teachers in communication skills as a measure to retain girls in school.
Dialogue and effective communication for harmonious gender relations:dealing with school children in Uganda
(Arco Wissenschaft., 2017) Namusisi, Speranza
This chapter deals with the language which communicates violence other than peace and its impact on the school children in Uganda. It focuses on examining the nature of language used for communication in school and the impact it has on girls’ schooling. It analyses the verbal and non-verbal communication that takes place in the school, the nature of language used for communication outside the classroom, and the way communication is done inside the classroom. It views language as a social phenomenon and argues that language has symbolic power which goes beyond the spoken word to the meaning resulting from interpretation. It argues that language, which is a tool for dialogue, has a big impact on the schooling of girls and its power can lead to their dropping out of school. The major conclusion of this chapter is that the language used for communication in the school environment is violent and hinders their academic progress. It recommends non-violent communication which involves dialogue i.e. the language which will lead to harmony in the school life of children
Creaducation: a Focus on Dynamic Education for Development in Uganda.
(Uganda Martyrs Univrsity: Mtafiti Mwafrika Monograph Series., 2017) Najjuka, Salome
In discussing creaducation as a new focus forming a critical part of dynamic education for development in Uganda, this discourse builds on the work of five key theorists namely: Csikszentmihalyi (1996); McClelland (2015); Sternberg and Lubart (1995); and Levinger (1996); to propose an education pathway that will propel us to development on our African continent and specifically in Uganda. Creaducation is prescribed as a new type of education that focuses on, and awakens the creativity of a learning individual to metamorphose into “a development individual”. This education aims to hone within an individual, the tools that will be fundamentally contributory to the development endeavours in our country and elsewhere. Creaducation arouses, creates, and invigorates the latent elements within an individual to begin a fathomable process of creative thinking, problem solving, process improvement, and to actions leading to self-betterment and community development. This form of education calls forth the latent genie that lies within us, to a perpetual unleashing of creative works of profundity and brilliance.
Rememberance, Reconcilliation, and reintegration: Living the healing of war memories in Northern Uganda
(Uganda Martyrs Univrsity Book Serries (UMU BS), 2017) Kabiito, Bendicto; Angucia, Margaret
This book is a convergence of our two ‘projects’ that initially appeared unrelated: Ben’s masters research which was carried out under the research of the Department of Governance and Peace Studies on the theme “Whose Community: Memory, Conflict and Tradition” and picking on follow-up themes of Margaret’s PhD work on social reintegration of formerly abducted children in northern Uganda. Eventually finding common ground on memory, reconciliation/forgiveness and peacebuilding, we are glad to place this book in your hands. The book can be used not only to understand some of the sticking issues around memory, reconciliation and peacebuilding in the specific aftermath of the two-decade conflict in northern Uganda but also to conceptually understand memory and reconciliation as can be applied or used elsewhere.
Okot p'Bitek's diagnostic poetics and the quest for an African revolution in Song of Lawino and Song of Ocol
(Uganda Martyrs University, 2017) Kahyana,; Danson; Sylvester
In his introduction to Okot p"Bitek's collection of essays, "Africa's Cultural Revolution (1973), Ngugi wa Thiongó refers to p"Bitek as one of "East Africa's foremost surgeons" who is concerned with the psychological wound inflicted on a whole generation of us by colonialism and Christianity" (Ngugi 1973: xiii). This medical metaphor that Ngugi uses depicts p'Bitek as a medical practitioner whose work is aimed at healing a sick society. Before a surgeon can carry out surgery, he/she needs to know what disease is ailing the patient, needs a clear diagnosis of the problem. Diagnosis, Brown observes, has two meanings - process and category. "Process is the set of interactions which leads to the definition of the category and to imposition in particular cases," he explains while "[c]ategory is the nosologocal location in medical knowledge where the diagnosis resides" (Brown 1995, p.35), For ligen. Eva and Regehr, diagnosis refers to "a process of guiding one's thoughts by "making meaning" from data that are intrinsically dynamic, experiences idiosyncratically, negotiated among team members, and rich with opportunities for exploitation" (2016, p.435). In other wards, to diagnose a disease is to establish what it is that is ailing a person, the cause of the ailment, the circumstances surrounding the ailment ... ... This notion of colonial legacies is pertinent to this chapter because in "Song of Lawino" and "Song of Ocol", p'Bitek attributes Africa's lack of a cultural revolution to the brainwashing power og colonial education which he sees as the continent's original disease, so to speak. I focus on colonial education and how, in the writer's view it impacts on Africans' psyche and identity, to the detriment of cultural development since Western-educated people like Ocol who led African nations to independence had inhibited ideas that were hostile to the continent. This view is central to what happens in Song of Lawino and Song of Ocol ...
Africans and their environment: challenges and possibilities of restoring the link constrained by resource conflicts
(Uganda Martyrs University, 2017) Kamugisha, Marsiale
This chapter first and foremost acknowledges the fact that Africa has a pronounced and complex history of rich as well as valued natural and social-cultural heritage (Ogungbein 2011). It also recognises that traditionally, Africans strongly identified themselves with nature whereby they transcended physical objects to find meaning of their existence in what is superhuman or divine reality (Chemhuru and Maska 2010). Whether this kind of cultural, moral and spiritual attachment and identification with nature still stands the same in contemporary Africa is what should interest the academia and rigorous research-minded people to reflect on. This can help to diagnose the current ecological situation so as to map out why there is generally a transition in African people's perceptions, attitudes, behavioural patterns and interaction with their natural ecosystems. This, absolutely, would help the current generation to get a gist of this fundamental reality; what was, what is, and what is it likely to be in future, and what foreseen consequences are likely to face the future generations if no action is taken now to mitigate the current environment crisis. The chapter also considers the phenomena of urbanisation and globalisation among factors such as foreign modern science and technological application that have continued to have a negative bearing on natural resources in Africa. The abusive practice of these developments has not only heavily impacted on the balance of natural ecosystems (Nyambos 2010) but also contributed significantly to the existing violent conflicts on the African soil. Much as the continent is famously known to be having the widest biodiversity (biological diversity) and eco -diversity, it has been and is still alarmingly losing this natural heritage at a high rate due to anthropogenetic interference precipitated by the global economic order (Musoro 2001) as relayed through globalisation...
Cultural identity and gloablisation among the contemporary Lugbara: towards plural cultural identity
(Uganda Martyrs University, 2017) Ika, Lino
This chapter acknowledges that the debate on cultural identity and globalisation continues to generate mixed outcomes both positive and negative. Imperatively, a natural and spontaneous growth and assimilation of cultures in the context of globalisation and other processes is not in itself a problem but rather a forced or misconceived mind-set (ethnocentric stance or cultural imperialism) that African culture is primitive thus has to be changed is problematic. Such culturally insensitive and de-meaning ethnocentric tendencies often result into clashes of identities manifested within communities and across cultures. For instance, on one account, the influence of "Western culture" is seen to substitute and/ or compete with local cultural identities, thus is often blames for risky behaviours such as smoking and alcohol consumption, increasing social conflict, and loss of locally rooted identity. On the other hand, Western influence has been applauded for bringing about cultural exchange that has increased tolerance, understanding, and positive social change such as access to information, better lifestyles, gender equality, and respect for human rights, among others (WHO 2016). This chapter thus contends that the ethnocentric stances or cultural imperialists' conceptualisation of globalisation as Western culture that must be adopted and practiced in Africa is problematic. Instead, a conscious recognition that from a variety of cultural identities comes diversity that must be shared among the differing cultural identities ought to be embraced. This way a desire for plural cultural identity is eminent. The chapter also tries to move away from one-way deliberation of looking at globalisation as Western versus African to the debate among the Africans within Africa. The central question this chapter seeks to answer is "How has African cultural identity been influenced through the process of globalisationin the formation of or move towards a plural-cultural identity?" To this central question, it becomes crucial to specifically establish how globalisation processes have been received and operationalised within the varied African cultures when presented with multiple cultural expressions, including their local culture and other cultures they may come into contact with via globalisation. This has been elaborated with illustrative reflection on the cultural identity experiences of the Lugbara people. Whereas there may be a lot of debate on the concept of African cultural identity in terms of whether there a thing called "African culture", this chapter chapter does note address itself to this question. Nonetheless, in trying to understand how a plural cultural identity can be arrived at, it uses the concent (African cultural identity) to denote how individuals or groups see and define themselves (and as defined by others) within Africa as a result of globalisation.
Democratic consolidation and intelligence oversight in Uganda: implications for emerging democracies
(LAMBERT Academic Publishing (LAP), 2017-04-04) Asiimwe, Solomon Muchwa
The book is about intelligence oversight and the promotion of democracy. It explains intelligence management, primarily focusing on intelligence oversight institutions and mechanisms. The book brings out an assessment on the role of intelligence oversight institutions and mechanisms in the promotion of democracy. The book reveals that intelligence oversight in Uganda is not explicit because the intelligence legislation is also not clear about it. The only meaningful intelligence oversight is assumed to be done by the agency internal administration under the auspice of the President. The other existing institutions like Parliament, the Inspectorate of Government, the Judiciary, are not equal to the task of overseeing the intelligence services effectively. This is due to the uniqueness of the intelligence sector; in its nature and operations of working under total secrecy compared to other sectors of government. The book therefore, recommends for an intelligence review which should end up with recommendations for amending the intelligence law to harmonise it with other recently enacted laws aimed at consolidating democratic governance.
Learner at the Centre: Humanising the Fundamental Purpose of Mass Education
(Uganda Martyrs University Press, 2018) Kabiito, Bendicto; Namugumya, Josephine
Leadership, context, and populist foreign policy in East Africa: an analysis of Uganda and Rwanda
(Springer Link, 2023-05-10) Mawa, Michael; Asiimwe, Solomon Muchwa; Abaho, Anne
Populism can be understood as the reliance on strong leaders, whom, for political gain mobilize the masses aiming at enacting radical reforms in the name of the “people.” Through their action and speech, populist leaders present themselves as the voice of the people (Mudde & Kaltwasser, 2017; Nyadera & Agwanda, 2019; Giovanni, 2005). While populism is intensely debated in Europe and North America, there is now growing interest in the phenomenon among many African countries. For instance, citing examples of populist political parties and leaders from South Africa, Kenya, and Zambia, Nyadera and Agwanda (2019) connected the emergency of populism in Africa to failure by political leaders to offer a tangible development agenda to a bourgeoning urban poor population that constitute the largest voting bloc. The above examples however are not unique cases in Africa.
Law enforcement intelligence in Uganda
(Routledge, 2024) Muchwa, Asiimwe Solomon
This chapter examines law enforcement intelligence in Uganda. It starts with the premise that law enforcement intelligence is vital for the police to be effective and efficient in keeping law and order, but in Uganda, it is rather weak and not very obvious. The chapter presents a conceptual and analytic framework for law enforcement, disorder, and insecurity in Uganda. Thereafter, it examines and explains the challenges facing law enforcement intelligence in Uganda. It argues that the lack of clarity emanates from the conflated nature of the intelligence services in the country. This works against the police's ability to effectively deal with existing and future threats to law and order. The chapter also argues that the competing mandates of the intelligence providers in the country are the prime challenge, among others. It uses a qualitative methodology that combines historical/archival review and a combination of primary and secondary research into Ugandan intelligence services.
Volunteering by displaced youth in Uganda: livelihoods, skills, employability and inequalities
(Nomos-Verlagsgesellschaft, 2024-09-01) Fadel, Bianca; Smith, Matt Baillie; Ahimbisibwe, Frank; Boyle, Owen; Freimane, Inga; Kanyandago, Peter; Mills, Sarah; Okech, Moses; O'Loghlen, Aisling; Rogerson, Daniel; Sahasranaman, Aarti; Tukundane, Cuthbert; Turyamureeba, Robert
This chapter explores the role of volunteering in the lives of young refugees in Uganda. It analyses findings from ‘Refugee Youth Volunteering Uganda’ (RYVU), a large interdisciplinary research project aimed at developing a critical understanding of volunteering by young refugees that builds from their voices and experiences. The chapter outlines the mixed-methods collaborative approach of the project and explores the relationships between volunteering and the livelihoods of displaced young people, how volunteering impacts their skills, employability, and the inequalities they experience, and the roles that volunteering plays in shaping social connections and community development efforts. It concludes by highlighting the implications of the findings for ensuring that participation in volunteering does not increase inequalities or take advantage of displaced young people.
Earth charter: a beacon of African youth for a sustainable planet
(Springer Singapore, 2025) Kamugisha, Marsiale
Africa is one of the continents currently facing unstable ways of living due to a myriad of threats such as climate change, environmental degradation, flooding, and poverty that continue to disrupt harmony within the planet. Yet the continent has the youngest, most energetic, and most vibrant youth populace, who can participate in addressing issues affecting the planet. Nearly 60% of its population is below the age of 25. However, such youth cannot start working toward realizing a sustainable planet if they are not empowered with knowledge and skills. Moreover, the lives of several of them have been defined by environmental degradation, political instability, conflict, marginalization, and poverty, giving rise to discontent, frustration, and outright anger—hence, using the Earth Charter to awaken them to become more active, mindful, vigilant, and consistent agents of reversing the current ecological crisis, transforming and sustaining the planet. By getting involved, they will have an influence and multiplier effect of their actions on the world’s behavior patterns toward the universe. The Earth Charter accentuates the significance of empowering youth and children, providing them with learning opportunities that enable them to make significant contributions to sustainable development. The chapter aims to explore how the Earth Charter inspires African youth to cherish a sustainable planet. It also aims to consider how the youth can acquire knowledge and green skills that they can apply to transform the planet. This study employs a desk-based research methodology, including a comprehensive literature review and analysis of secondary data, enriched by deep reflection.
Analysis of pre- and post-departure experiences of returnee Ugandan migrant domestic workers from Saudi Arabia
(Emerald Publishing Limited, 2025-07-21) Munyonyo Asiimwe, Florence; Musinguzi, Denis
In this chapter, the authors explore the wide range of human experiences, both positive and negative, that Ugandan migrant domestic workers (MDWs) encountered before they traveled to Saudi Arabia to participate in international domestic labor. This research consisted of a research sample of 18 people. This included 12 returnee Ugandan migrant workers from Saudi Arabia and 6 key informants who participated in the study. This group of informants included representatives of the Ministries of Gender, Labor, and Social Development, the Ugandan Association of Employment Recruitment Agency, and directors of recruiting companies. The study also investigated a recruitment firm, payment of recruitment fees, passport processing fees, medical examination checkup fees, and contract signing and departure training fees.

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