Experiences and challenges implementing Uganda's revised English Literature curriculum: Problematization of colonization

https://doi.org/10.35912/jshe.v5i1.2182
Published: Nov 19, 2024

Abstract:

Purpose: This study explores teachers' perspectives and challenges in implementing a competency-based English literature curriculum in Uganda after many years of British hegemony. This reflects on the roles and prestige of the English language as it evolved during colonial and postcolonial schools.

Research methodology: The method used in this study focuses on secondary literature to refute the claim that the British forced English into Uganda while extinguishing native tongues.

Results: According to the major results of the study, students in Uganda had the opportunity to enroll in kindergarten through university-level schooling, where English was the predominant medium of instruction.

Limitations: The study's limitations suggest that, although the British gave English education more attention, they were careful to emphasize that national tongues should not be disregarded in favor of English. Following these investigations, the old English language curriculum has always had a tenuous connection with British political and economic interests in Uganda.

Contribution: Regarding the contributions of the study, the overhaul of the curriculum was "overdue," according to Hon. Janet Museveni, Minister of Education, Sports and Science who stated in Parliament that the antiquated curriculum was anti-intellectual and opposed to cultural action. However, it is still challenging to put such a change into practice practically. This treatise simply states an ‘implementation gap,’ which is the difference between the intended and actual implementation of the competency-based curriculum.

Keywords:
1. Curriculum development
2. English literature
3. British colonial education system
4. Implementation gap
5. holistic needs
Authors:
Johnson Ocan
Kabale University, Uganda
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Ocan, J. (2024). Experiences and challenges implementing Uganda’s revised English Literature curriculum: Problematization of colonization. Journal of Social, Humanity, and Education, 5(1), 73–86. https://doi.org/10.35912/jshe.v5i1.2182
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Vol. 5 No. 1 (2024): November
Articles
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  2. Alnefaie, S. K. (2016). Teachers’ role in the development of EFL curriculum in Saudi Arabia: The marginalised status. Cogent Education, 3(1), 1240008.
  3. Alsubaie, M. A. (2016). Curriculum development: Teacher involvement in curriculum development. Journal of Education and Practice, 7(9), 106-107.
  4. Anwar, M. M. (2019). (Re) construction of EFL Teachers' Professional Identity in Curriculum Implementation: A Narrative Inquiry: University of Exeter (United Kingdom).
  5. Barnes, K., Marateo, R. C., & Ferris, S. P. (2007). Teaching and learning with the net generation. Innovate: Journal of Online Education, 3(4).
  6. Bas, G., & Sentürk, C. (2019). Teachers' Educational Beliefs and Curriculum Orientations: A Relational Research. Teachers and Curriculum, 19(1), 45-53.
  7. Batibo, H. (1992). The fate of ethnic languages in Tanzania. Contributions to the Sociology of Language, 64, 85-85.
  8. Cameron, L. (2001). Teaching languages to young learners: Cambridge university press.
  9. Capano, G., Rayner, J., & Zito, A. R. (2012). Governance from the bottom up: Complexity and divergence in comparative perspective. Public Administration, 90(1), 56-73.
  10. Çelik, S., & Karaca, B. (2014). Improving Learner Outcomes in EFL: Does Early Instruction Lead to Greater Achievement? Novitas-ROYAL (Research on Youth and Language), 8(1), 1-10.
  11. Chimbi, G. T., & Jita, L. C. (2020). Putting the Cart before the Horse: Curriculum Reform Policy and Teachers' Pedagogical Preferences. Bulgarian Comparative Education Society.
  12. Clifford, M. M. (1972). Effects of competition as a motivational technique in the classroom. American educational research journal, 9(1), 123-137.
  13. Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among five approaches: Sage publications.
  14. DeBoer, G. E. (2011). The globalization of science education. Journal of Research in Science Teaching, 48(6), 567-591.
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  16. Enever, J., Moon, J., & Raman, U. (2009). Young learner English language policy and implementation: International perspectives: Garnet Publishing.
  17. Flick, U. (2015). Introducing research methodology: A beginner's guide to doing a research project: Sage.
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  20. Gouëdard, P., Pont, B., Hyttinen, S., & Huang, P. (2020). Curriculum reform: A literature review to support effective implementation.
  21. Gredler, M. E. (1996). 17. Educational games and simulations: A technology in search of a (research) paradigm. Technology, 39, 521-540.
  22. Hymes, D. H. (1972). On Communicative Competence Sociolinguistics. Selected Readings: Penguin.
  23. Johnson, O., Constance, T., & Chrysostom, O. (2021). Analysis of Stakeholders Involvement in the Implementation of the MA Literature Curriculum at Kabale University Using E-Learning Approach. East African Journal of Education Studies, 3(1), 199-210.
  24. Johnson, O., Marus, E., Adyanga, A. F., & Ayiga, N. (2023). The experiences and challenges of Doctoral Education in Public Universities compared. Journal of Social, Humanity, and Education, 3(3), 237-252.
  25. Khaneghahi, S., Sefatgol, S., & Siyasar, M. (2022). Investigating the Relationship between School Culture and Academic Enthusiasm with Academic Hope and Motivation in High School Students. Journal of Social, Humanity, and Education, 3(1), 29-41.
  26. Khemani, K. H., & Reeves, S. (2022). Unpacking Practitioners’ Attitudes Towards Codifications of Design Knowledge for Voice User Interfaces. Paper presented at the Proceedings of the 2022 CHI Conference on Human Factors in Computing Systems.
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  32. Marishane, R. (2014). Perceptions of Rural South African Teachers on the National Curriculum Change:“Are We Chanting or Marching?”. International Journal of Educational Sciences, 7(2), 367-374.
  33. Mathura, P. (2019). Teachers’ perspectives on a curriculum change: A Trinidad and Tobago case study. International Journal of Innovative Business Strategies, 5(1), 252-263.
  34. Mbarushimana, N., & Kuboja, J. M. (2016). A paradigm shift towards competence-based curriculum: The experience of Rwanda. Saudi Journal of Business and Management Studies, 1(1), 6-17.
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  39. NCDC. (2020). New Curriculum Reform in Lower Secondary School in Uganda.
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  42. OECD. (2016). BEPS Project Explanatory Statement: 2015 Final Reports. Retrieved from https://www.oecd.org/ctp/beps-project-explanatory-statement-9789264263437-en.htm
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  45. Olayiwola, J., Yusuf, A. O., Akanmu, A. A., Murzi, H., Gao, X., & Afsari, K. (2023). Construction practice knowledge for complementing classroom teaching during site visits. Smart and Sustainable Built Environment(ahead-of-print).
  46. Romm, N. (1995). Knowing as intervention: Reflections on the application of systems ideas. Systems Practice, 8, 137-167.
  47. Sahin, U. (2020). Curriculum Design Approaches of Pre-Service Teachers Receiving Pedagogical Formation Training. International journal of progressive education, 16(4), 192-203.
  48. Sarker, B. K., Gain, N., Saha, S. K., Mondal, N. B., & Ifte, I. (2024). A quantitative research of learning habits of secondary school students: An observational study in Dhaka Division. Journal of Social, Humanity, and Education, 4(2), 117-127.
  49. Selmi, A. M., Gallagher, R. J., & Mora-Flores, E. R. (2014). Early childhood curriculum for all learners: Integrating play and literacy activities: SAGE Publications.
  50. Sengai, W., & Mokhele, M. L. (2020). TEACHERS'PERCEPTIONS ON THE DEVELOPMENT AND IMPLEMENTATION OF HISTORY 2166 SYLLABUS REFORM IN ZIMBABWE. e-BANGI, 17(6), 133-148.
  51. Sibanda, L., & Blignaut, S. (2020). Implementing a new History curriculum: the Zimbabwean experience. Curriculum perspectives, 40(2), 147-157.
  52. Sports, U. M. o. E. a., & Commission, E. P. R. (1992). Government white paper on implementation of the recommendations of the report of the Education Policy Review Commission entitled "Education for national integration and development". Retrieved from
  53. Ssekamwa, J. C. (1997). History and development of education in Uganda. Fountain Publishers.
  54. Ssentanda, M., Southwood, F., & Huddlestone, K. (2019). Curriculum expectations versus teachers’ opinions and practices in teaching English in rural primary schools in Uganda. Language Matters, 50(2), 141-163.
  55. Van Oers, B., & Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45(4), 511-534.
  56. Widdowson, H. G. (1978). Teaching language as communication: Oxford university press.
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