Journal Articles

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12504/56

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Browsing Journal Articles by Subject "Competency-Based Curriculum"

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    Integrating indigenous music instruments into Uganda's competency-based curriculum : a qualitative multiple-case study of opportunities, challenges, and decolonial pathways in Wakiso district secondary schools
    (European Journal of Contemporary Education and E-Learning, 2026-07) Busobozi, Nicholas; Ekadu, Peter Ereu
    Uganda's Competency-Based Curriculum (CBC) for lower secondary schools signals a transformative shift toward learner-centred, contextually responsive education, yet integration of indigenous music instruments Adungu (bow-harp), Endingidi (tube-fiddle), Akogo (lamellaphone), Engoma (drums), and Enanga (trough zither) into formal music education remains substantially underexplored. This qualitative multiple-case study investigated the opportunities, challenges, and decolonial pathways for integrating indigenous instruments into CBC music education across six secondary schools in Wakiso District, Uganda. Drawing on decolonial pedagogy, indigenous knowledge systems theory, and sociocultural learning theory, the study employed lesson observations, semi-structured interviews, focus group discussions, and document analysis with 114 participants: 18 music teachers, 90 learners (S1–S4), and six school administrators. Thematic analysis revealed four opportunity themes CBC's competency orientation, cultural relevance imperatives, learner-centred pedagogies, and assessment flexibility alongside four challenge themes: instrument scarcity, teacher capacity gaps, colonial curriculum legacies, and resource inequities. Four decolonial integration pathways emerged: community-school partnerships, teacher professional development grounded in indigenous epistemologies, curriculum localisation embedding indigenous instruments as core content, and policy advocacy for equitable resource allocation. Findings demonstrate that indigenous instruments can operationalise CBC principles while advancing educational decolonisation, but systemic barriers require coordinated intervention across policy, pedagogy, and resource provisioning. The study contributes empirical evidence to inform curriculum implementation, teacher education reform, and culturally responsive music pedagogy in Uganda and comparable postcolonial contexts globally.
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    Intergenerational transmission of adungu (bow-harp) musical knowledge in Bweyale-Karuma, Uganda: a phenomenological study of indigenous pedagogy, embodied learning, and decolonial praxis
    (European Journal of Contemporary Education and ELearning, 2026-05-31) Busobozi, Nicholas; Ekadu,Peter Ereu
    The Adungu, a multi-stringed arched bow-harp indigenous to the Alur and Lugbara communities of north-western Uganda, represents one of East Africa’s most architecturally sophisticated traditional instruments. Despite its ceremonial significance and growing presence in formal music education contexts, the pedagogical mechanisms through which Adungu musical knowledge is transmitted across generations remain substantially undocumented in scholarly literature. This qualitative phenomenological study investigates how master Adungu players in Bweyale-Karuma a multi-ethnic community in Kiryandongo District renowned across Bunyoro Kitara Kingdom for producing the finest Adungu instruments and most accomplished players transmit complex musical, cultural, and embodied knowledge to apprentices. Drawing on six months of intensive fieldwork (February–July 2025), the study employed Interpretive Phenomenological Analysis (IPA) to generate rich, experience-near accounts from eighteen participants: six master players, nine apprentices at varying stages of learning, and three cultural leaders. Data were generated through semistructured interviews, participant observation across rehearsal and ceremonial performance contexts, and audio-visual documentation of teaching interactions. Thematic analysis following Braun and Clarke’s (2006) six-phase framework revealed seven interconnected transmission mechanisms: graduated tonal scaffolding, ensemble interdependence, embodied string memory, improvisation within communal constraints, master-apprentice mentorship, contextual performance immersion, and cultural narrative integration. These mechanisms constitute a sophisticated distributed pedagogical system that challenges deficit assumptions about oral, non-notational music education and offers critical insights for decolonial music education theory and Uganda’s Competency-Based Curriculum reform.