Browsing by Author "Anguparu, Mary"

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    Indigenous education pedagogies and learning of oringia (tube fiddle) music in selected primary schools in Arua city, north western Uganda
    (Kyambogo University(Unpublished work), 2024-11) Anguparu, Mary
    This research investigated whether and how indigenous pedagogies might contribute to learning of oringia music in primary schools in Arua City. School education uses traditional western models that do not fully facilitate transmission of indigenous cultures such as oringia. The objectives of the study were: to establish the indigenous pedagogies that are used by primary school teachers in the teaching of oringia music in primary schools in Arua City, to find out learners views in selected primary schools in Arua City about the learning of oringia music through indigenous pedagogies, and to establish the perception of teachers in selected primary schools in Arua City about the learning of oringia music through indigenous pedagogies. The study used a phenomenological design to where respondents lived experiences were narrated to the researcher through use of interview, and Focus Group Discussions. The researcher was invited to observe some lessons, and data was gathered from 24 respondents that were selected purposively. The study revealed that indigenous pedagogies that are used to learn oringia might be described in English as apprenticeship, demonstration, imitation, emulation, collaboration, and narration of stories. Oringia culture bearers and teachers guide learners through dynamic learning processes, emphasizing experiential, interactive, collaborative instruction that embed cultural significance and inspire learners to identify with community. Learners' passion for oringia music caused deep engagement, skill development, and fostered a sense of identity, and supported their peers to learn. This peer-mediated learning nurtured learners’ communication skills, supported relationships building, and aided skill transfer, and indigenous ways of learning allows learners ample time to deeply gain knowledge and skills of oringia music from skilled community members. The study recommended inclusion of indigenous ways of learning in schools settings to facilitate acquisition of origia music knowledge and skills, and support various areas of school education.