- Title
- Integrating Indigenous Ugandan social ethics into an education foundations curriculum: teacher educator’s perspectives
- Creator
- Nampijja, Florence Kirabo
- Subject
- Indigenous peoples – Education--Africa
- Subject
- Decolonization Africa-Uganda
- Subject
- Curriculum change
- Date Issued
- 2021-04
- Date
- 2021-04
- Type
- Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/10948/53552
- Identifier
- vital:45436
- Description
- The research claims that curriculum in Uganda is too westernized to the extent that indigenous Ugandan social ethics which informed pre- colonial curriculum have been totally neglected. Consequently, there are many learned but few socially educated persons in the country. Findings highlighted that teacher educators supported the integration of relevant indigenous knowledges into curriculum because indigenous knowledge is directly linked to the environment within which Ugandan students live, studies and operates after studies. They also believed that IUSEs provides a bedrock for professional conduct to flourish and thus, must be treated as an important component of the curriculum. However, though participants acknowledged the advantages of integrating IUSE into curriculum, they identified a number of obstacles to the integration of IUSEs. For instance: lack of consensus of IUSEs among the fifty-six tribes in Uganda; lack of support by the civil service deployment policy. Some confessed to the lack of adequate knowledge about IUSEs; the feeling of cognitive imperialism that is still possessed by some teacher educators and others. Among the strategies to be used for successful integration, teacher educators highlighted the need for collaborative efforts among all stakeholders, adopting the use of local languages as a medium of instruction and others. Data also revealed that the EFC currently aims at professional mentorship and giving employable skills to the students. The Such a situation manifests itself in the degeneration of ethical values by many Ugandans. This study examined teacher educators’ perspectives on integrating IUSEs in an Education Foundations curriculum (EFC). I used the decolonization theory, anti-colonial theory and indigenous knowledge discursive framework as lenses that framed the study. The findings from the study have implications for formulation of an education philosophy that is anchored in a national philosophy should be designed to guide curriculum designers in Uganda. The study further recommended that NCHE should compel all universities to integrate IUSEs into curriculum treating IUSEs as part of the minimum standards that must be satisfied before program accreditation.
- Description
- Thesis (PhD) -- Faculty of Education, 2021
- Format
- computer
- Format
- online resource
- Format
- Format
- 1 online resource (291 pages)
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- rights holder
- Rights
- All Rights Reserved
- Rights
- Open Access
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NMU School for Initial Teacher Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Nampijja F.pdf | 2 MB | Adobe Acrobat PDF | View Details Download |