Browsing by Author "Barbara, Dennis"

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    A study of Ugandan children's perspectives on peace, conflict, and peace-building: a liberation psychology approach
    (Journal of Peace Psychology, 2018) Nathaniel, Mayengo; Jane, Namusoke; Gastone, Byamugisha; Paul, Sebukalu; James, M Kagaari; Santos, Auma-Okumu; Ali, Baguwemu; Edward, Rutondoki Ntare; Kirabo, Nkambwe Nakasiita; Richard, Atuhairwe; Maria, Kaahwa Goretti; Gerald, Ojok Okumu Oruma; Chalmer, E. Thompson; Barbara, Dennis
    Bulhan (1985, 2015) urged psychologists to advance their research and practice by attending to meta- colonialism, a structural phenomenon built on a history of violence and oppression that assaults all manner of individual, community, and societal well-being. In line with this urging, a primarily Ugandan team of researchers conducted a study of primary school children’s perspectives on conflict, peace, and peace-building. At each stage of the research process, the team members sought to recognize and resist the reproduction of meta-colonialism while move toward more emancipatory practices. In this theoretical paper, we explain how we applied a liberation psychological approach to the design, conduct and analysis of the study. We also show how the findings of the study contribute to our ongoing work in fostering structural changes in one of the schools, its surrounding region, and to the nation as a whole.
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    The testimony of neoliberal contradiction in education choice and privatisation in a poor country: the case of a private, undocumented rural primary school in Uganda
    (Ethnography and Education, 2015-07) Nathaniel, Mayengo; Jane, Namusoke; Barbara, Dennis
    With international momentum to achieve ‘Education for All’ by 2015, global attention is being paid to those parts of the world where mass formal primary schooling is relatively new. Uganda is such a place. In the context of ethnographic fieldwork at a poor, undocumented, private primary school in rural Uganda, parents were inter- viewed in order to better understand their conceptualisations of education during this ‘massification’ era. The interviews reveal interesting contradictions between the espoused neoliberal principles and the nuances with which they describe education. In the absence of a robust public schooling system, privatisation has emerged to fill the gaps in educational provision as the country finds itself caught between the international mandate for free primary education and the lack of capital.