Browsing by Author "Mukwana, Nicholas Isaac"

Now showing 1 - 2 of 2

Reciprocal centric pedagogy as ontological reorientation: restructuring power and epistemic relations in Ugandan universities
(Journal of Research Innovation and Implications in Education, 2026-05-29) Mukwana, Nicholas Isaac; Birevu, Paul Muyinda; Isabwe, Ghislain Maurice N
Reciprocal centric pedagogy (RCP) is a contemporary pedagogical paradigm which I first introduced in my PhD thesis (Mukwana & Ssebbunga, 2024) as a departure from teacher-centered pedagogy (TCP) and learner centered pedagogy (LCP). It focuses on changing the structure of power and epistemic relations in higher education in Uganda. It is based on Barnlund's Transactional model of Communication and Brunner's scaffolding theories. The two theories position pedagogy beyond the basic array of instructional strategies and methodologies and more deeply into issues of reciprocity, interpersonal relations and intercultural relations as channels for co -production and promotion of knowledge, power and creativity. The task of this research is to answer the big pedagogic al question (who has control of the learning process? Whilst TCP places control of the learning process in the hands of the teacher and the learner is in charge of the learning process under LCP, under RCP both teacher and the learner are in control of the learning process. Reciprocal learning characteristically has the practice of dialogue as a strategy for promoting comprehension, whereas RCP extends the practice of reciprocal learning at the level of epistemic and ontological reconstruction by simultaneously establishing the teacher and the learner as co-contributing agents in the construction of knowledge and meaning. Thus, this paper theorises the concept of reciprocal centric pedagogy as a paradigm shift that connects relational ontology and transactional pedagogy with the emphasis on the responsibility of both the teacher and learner to create reality out of the experiential perspective.
The power of language : exploring the impact of communication on mental health and wellbeing of university students
(The IAFOR International Conference on Arts & Humanities in Hawaii 2026, 2026-03) Mukwana, Nicholas Isaac; Nabiccu, Sarah
Language is a fundamental component of human communication, with profound implications for mental health and interpersonal relationships. This study examined the complex relationship between language use, mental well-being, and social interactions, emphasizing how language can either foster connection or cause harm. A mixed-methods approach was employed, integrating quantitative and qualitative data from 177 respondents. The study explored the prevalence of rude speech, the emotional consequences of such communication, and the principles guiding effective and empathetic language use. Findings revealed that a substantial majority of participants admitted to having spoken rudely to others at some point. The emotional aftermath of rude communication was commonly associated with guilt, remorse, and regret, underscoring the psychological impact of language choices. Additionally, six key themes emerged as guiding principles for empathetic communication: mindfulness and self awareness, politeness, empathy and compassion, positive language use, caution and restraint, thinking before speaking, and sensitivity to others’ emotions and mental health state. These findings underscore the critical role of politeness and polite expressions, mindful and empathetic language in promoting positive social interactions and psychological well-being. The study recommends that educators, parents, and caregivers actively foster politeness, empathy, mindfulness, positive language use, and effective conflict-resolution skills. In the nutshell, this research contributes to the ongoing debate on mental health issues among university students understanding of how intentional and compassionate communication can support healthier relationships in institutions of learning and other social environments.