Book Chapters

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    From methodological authoritarianism to epistemic realism : multidisciplinary research paradigms and the post-modern turn
    (E-Journal of Humanities, Arts and Social Sciences (EHASS), 2024-12-04) Kizito, Michael George
    The 20th century was characterized by a radical paradigm shift from modernism to postmodernism. Postmodernism rejected the stances of objectivism, universalism and the construction of meta-narratives that were evident in the modern epoch. Postmodernism re-affirms subjectivism, perspectivism and particularism in knowledge attribution, acquisition and justification. Postmodernism therefore dethrones positivism, radical empiricism and all their objectivistic scientific edifices. Post-modernism has its roots in post-colonialism, de-colonialism and the agitations for racial and gender justice. This academic masterpiece used critical historical analysis, critical hermeneutics, decolonial and postcolonial criticism to situate postmodernism as an emancipatory philosophy of method that safeguards marginalized modes of knowledge in the South from the epistemicide of Western Positivism. The paper analytically illuminated that postmodern epistemological ethos leads to the emergence of post-positivism in the natural sciences and interpretivism in the humanities and social sciences by propagating deconstructionist and emancipatory multi-disciplinary methodologies such as critical discourse analysis, phenomenological interpretation, critical race theory and critical gender theory. This paper further argued that multi-disciplinarity and transdisciplinarity are inevitable constellations of the eminent emergency of the postmodern epoch. The paper adds to knowledge by painstakingly contending that postmodernism entrenches situated knowledge and multidisciplinary methodologies that are equally valid, reliable, cogent and credible.
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    Ubuntu and unsustainable environmental practices in Uganda: the case of sand mining and rice farming
    (Cham: Springer Nature Switzerland, 2025-03-01) Ssebunya, Margaret; Kisitu, Gyaviira ; Isiko, Alexander Paul
    Self-destruction in pursuit of economic development through reckless exploitation of nature and failure to address environmental contaminants is overly evident within Uganda. Even though the Ugandan context would traditionally subscribe to the Ubuntu ethic of existential bond, interrelatedness, interdependence, and interconnectedness between people and the environment, this remains challenged amid the country's increasing pursuit of economic development. While the sand mining and rice farming investments are key to the national economic development of Uganda, their tendency to employ unsustainable environmental practices compromises the health and sustenance of people in Uganda and leads to environmental deterioration. In this chapter, we explore sand mining and rice farming practices in the Lwera wetland that have altered the physical appearance and hydrology of the land, resulting in massive flooding, which in turn leads to the destruction of people’s property, public road infrastructure, and displacement of people. We argue that these practices in their present state lead to an ongoing ecological scandal that runs parallel to the ethics of interdependence of individuals and the environment. Unavoidably, they have increasingly impaired the interconnectedness between humanity and nature and have also brought about pseudo-development, which is incompatible with human dignity. The ecological scandal faced by the country is a prompt to get back to the core principle of Ubuntu, noting that the wellbeing of Ugandan society is indispensable from its dependence on and interdependence with the natural environment. The key question that we seek to answer is: How can the African ethic of Ubuntu be used to influence the values and behavioral change of the sand mining and rice farming investors in Uganda to positively contribute to the country's economic development without ruining the environment?
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    An afro-bibilical reading of genesis 2-3 in response to climate change
    (Sheffield phoenix press, 2023) Wabyanga, Robert Kuloba
    The primary focus of this paper is an Afro-biblical reading of Genesis 2-3, informed by indigenous epistemologies and in response to contemporary local and global environmental crises. Using the context of Uganda, it brings African spiritual sensitivities about nature into conversation with Genesis 2-3. Based on archival and ethnographic research, the questions directing the investigation are: how can African spirituality inform reading of Genesis 2-3? What is the significance of Afro-biblical reading in responding to the problems of climate change?
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    The teaching and learning of Religious Education in Ugandan Schools after fifty years: A critical analysis
    (Makerere University Press, 2021-04) Wabyanga, Robert Kuloba; Kaije, Doris
    Religious Education (RE) is a value-oriented subject that has been part of the Ugandan curricula since independence. Its main purpose, as stated by the National Curriculum Development Centre (NCDC) is to promote the development of moral, ethical, and spiritual values. It is an academic discipline, which is geared to the development of an inquisitive and critical approach to fundamental questions of religion and human existence. However, the extent to which the aims and objective of RE have been achieved is a subject of contention. There is no lack of evidence of all sorts of moral, ethical, and spiritual anarchy in the Ugandan society, which calls for a scholarly investigation into the content, methodology, and evaluation techniques in the teaching and learning of RE in primary and secondary schools. The study is based on textual information, observations, and personal experiences and purposeful interactions with fellow RE teachers. It is our opinion in this chapter that RE in Uganda's primary and secondary schools has been reduced to cognitive achievements without emphasis on the affective domain. The teaching and evaluation emphasise cognitive output rather than behavioural outcomes. Keywords: Religious Education, moral values, teaching/learning religion.