Staff Thesis (SPGSR)

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    Households’ Latrine Status in Fishing Communities of Malongo and Jagusi Sub Counties, Mayuge District
    (Uganda Martyrs University, 2018-09-01) KINAWA, MODEST
    Introduction: This study examined the households‟ latrine coverage and latrine use associated factors among the fishing communities in Malongo and Jagusi sub counties Mayuge district. Objectives: Specifically, the study established the level of latrines coverage among the fishing communities, examined the knowledge and practices of the fishing communities regarding latrine use in Malongo and Jagusi sub counties Mayuge district, established the factors that promote or hinder latrine use in the fishing communities, and established the relationship between the associated factors and latrine use. Methodology: The study used cross-sectional designs with a combination of qualitative and quantitative research approaches where by data was collected using questioners, ket informant interviews and FGDs. Results: The study findings revealed that out of the six socio-demographic variables investigated, four had a statistically significant relationship with latrine use, they included gender (p=0.0114), occupation (p=0.001), education (p=0.001), and average monthly income (p=0.011). The study findings revealed that all the 5 knowledge related factors on the causes of diarrhea which were studied had a statistically significant relationship with latrine use. Latrine use was higher among households that had the correct knowledge on: human faeces being the principle source of diarrhea (p=0.022) and children's feaces can cause
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    Spaces for Pluralism in Ethnically Sensitive Communities in Uganda: The Case of Kibaale District
    (University of Humanistic Studies, 2015-10) Ssentongo, Jimmy
    This qualitative study addresses possibilities for living with differences in communities which are prone to ethnic conflict. Its primary empirical focus is on the perceptions of the residents of Kibaale district in Uganda. An analysis of the problematic history of the district shows that multilayered factors have been at play. These factors include identity politics, a rapid increase of new migrant residents, active ethnic pressure groups, the influence of local radio broadcasts and cultural contestations. In this social context, ethnic identities were transformed and inter-ethnic violence broke out. A number of pluralism initiatives at different levels were taken to redress the situation. These initiatives point in two directions: assimilation and pluralism. Assimilative tendencies were especially noted in intermarriage. Pluralist initiatives include inter-ethnic friendships, learning each other’s languages, community peace dialogues facilitated by religious bodies and other civil society organizations (CSOs), sensitization by CSOs and the Government through mass media, political cooperation across ethnic lines, plural representation of ethnic groups in the appointment of district positions, splitting political constituencies to create more space for ethnic representation, and creating a Ministry of Bunyoro (regional) Affairs. The study shows that these different pluralism initiatives synergistically reinforce each other in their attempt to improve inter-ethnic relations. However, the sustainability of these initiatives remains unclear since it is also possible that they could aggravate identity politics by providing incentives for ethno-territorial claims and contestations of belonging.
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    Ugandan students' perspectives on the spread and prevention of HIV/AIDS:
    (The University of British Columbia, Vancouver, 2015-07) Namazzi, Elizabeth
    My study investigated perspectives that underlie Ugandan high school students’ understandings of the spread and prevention of HIV/AIDS and how they influenced by cultural practices. I adopted an interpretive case study approach that employed mixed methods, guided by the sociocultural and practice theoretical frameworks. Data were collected on students from seven select schools in central Uganda over 12 weeks. The students participated in the study by completing an adopted HIV/AIDS knowledge questionnaire with a transformed scale from True/False to Likert before and after experiencing HIV/AIDS lesson instructions. The questionnaire served as a stimulus to evocation of the students’ perspectives. These perspectives were extracted from the questionnaire data using Principal Component Analysis. Results revealed five key perspectives: Perceptual and behavioural risks associated with proximity to HIV/AIDS victims; Hygienic practices; Behavioural/practice causes and transmission of HIV/AIDS; Predictive, preventive and transmissive knowledge of HIV/AIDS; and Naïve notions of prevention and treatment of HIV/AIDS. These perspectives were further interrogated through qualitative methods including classroom observation and focus group interview/discussions. After HIV/AIDS-focused lessons, a similar analysis on the after-lesson questionnaire data also revealed that underlay students’ understandings of the spread and prevention of HIV/AIDS. Three of the pre-lesson perspectives persisted while two (Hygienic practices and Behavioural/practice causes and transmission of HIV/AIDS) collapsed, with two new ones (Taboo-like prescriptions of knowledge of infection) emerging in the after-lesson experience analysis. Also, a realization emerged among the students of the greater risk of HIV/AIDS infection if they subverted the cultural norms. It became noteworthy that the students communicated their understandings metaphorically, which often conveyed unscientific understandings about the spread and prevention of HIV/AIDS. The study’s findings have critical implications for policy and the way curricula and instruction are interpreted and enacted in the classroom.