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.
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    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.
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    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
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    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.
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    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.
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    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.
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    Learner at the Centre: Humanising the Fundamental Purpose of Mass Education
    (Uganda Martyrs University Press, 2018) Kabiito, Bendicto; Namugumya, Josephine
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    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.