Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.662025
Title: The ownership of knowledge : literacy and orality in theological education in Uganda
Author: Slater, B. D.
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2002
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Abstract:
Adult theological education in Uganda is characterised by knowledge ownership. The urgent need to prepare church leaders has resulted in the application of Northern literacy-based curricula and pedagogy. In the Ugandan context, minimal attention has been given to crucial elements of adult learning theory and practice. This is seen to frustrate the internalisation, processing and use of knowledge in effective, innovative and appropriate ways. An historical review of the development of the current education system in Uganda reveals consistent problematic issues arising from the Western orientation of curricula, particularly in terms of the choice of language of instruction and the interface between literacy and orality. This study reveals that the simple adoption or adaptation of Northern approaches to curriculum and pedagogy disregards the effects of the local political economy and culture upon learning. It also indicates that adult learning styles that are formatively shaped by indigenous learning and knowledge systems are ignored or minimised. In addition, the infusion of literacy into orality creates a dynamism which critically informs the way in which meaning is derived from text. This analysis leads to the application of discourse theory as a bridge between literacy-focused formal education and orality-based indigenous learning. Three ruptures are exposed that inhibit and restrict the ownership of knowledge. First, the development of a meta-level knowledge of primary and secondary discourses is frustrated through lack of opportunity to acquire the secondary discourse and the limited use of the primary discourse by learners within the institutional context. Second, the dynamic learning interface between literacy and orality is restricted by preference for the dominant literacy. Third, the use of English as the preferred language of instruction is shown to obstruct the ownership of knowledge. Given these ruptures, it is suggested that the use of oral and literacy-based hermeneutic skills, coupled with a mediated pedagogical approach, may point the way out of an education of disjuncture and towards the ownership of knowledge.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.662025  DOI: Not available
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