Othering contemporary visual arts: a case study of selected secondary schools in Gulu district, Uganda

Abstract

This study investigated the othering of contemporary visual arts within selected secondary schools in Gulu District, Northern Uganda. It explored teaching methods, barriers to student proficiency, and the relevance of this discipline. Using a case study approach, the research involved 52 teachers and 2 personnel from the Gulu District Education Department, selected through purposive sampling. Data collection comprised interviews and observations, analyzed through content and thematic analysis. Findings revealed diverse teaching strategies, but challenges such as marginalization, resource constraints, and a lack of qualified instructors persisted. Shortcomings in curriculum implementation and socioeconomic factors aggravated these challenges. Despite obstacles, art education is valued for fostering cultural expression, identity exploration, and critical thinking. The study recommends tailored training programs for art educators and further investigation into their qualifications. Overall, it provides insights and recommendations to enhance contemporary visual arts education in the Gulu district's secondary schools.