Department of Languages and Communication Studies

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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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    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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    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 ...