Research Articles

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https://dir.muni.ac.ug/handle/20.500.12260/7

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Browsing Research Articles by Author "Balituumye, Michael"

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    Descriptive pause in Moses Isegawa’s abyssinian chronicles and snakepit
    (American Research Journal of Humanities & Social Science (ARJHSS), 2024-05) Balituumye, Michael
    In the study of narrative duration as theorized by Genette (1980), descriptive pause is one of the four major canonical movement, the others being the scene, summary and ellipsis. During a descriptive pause, the story is suspended while the narrative continues, and Genette notes that it is traditionally deployed to stall action as the story is suspended while the narrative to proceed, and to provide extra narrative information. My contention in this paper is that, pause, like other aspects of narrative temporality, is under studied within the larger corpus of Ugandan novel; secondly, that Isegawa deploys pause for more than its traditional function of description. Therefore, adopting an intrpretivist paradigm, this paper analyses descriptive pause in Moses Isegawa’s Abyssinian Chronicles and Snakepit. This paper embraces a qualitative research approach; specifically, a descriptive case study design was adopted. Data was collected through documentary analysis and close reading; the paper is anchored on the Genettian discoursal perspective of narrative theory.
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    Returns and recalls in Julius Ocwinyo’s fate of the banished and footprints of the outsider
    (Lexicon, 2024-04) Balituumye, Michael
    The generic treatment of analepsis as a narrative technique has left some of its sub-aspects, like returns and recalls, understudied. Returns and recalls were first introduced by Gerald Genette (1980) as analepses drawn from the same line of action as the first narrative. Returns fill in after the event, a gap in the narrative while recalls constitute the narrative’s allusion to its past. By extension, therefore, they are posterior to the start of the first narrative and anterior to its end. Recalls and returns get a raw deal from narrative critics and theorists; one hardly finds an article-long discussion of these aspects, even in books primarily about narrative time. Yet, rarely if ever, do novelists craft a narrative without incidents of returns and recalls; hardly do real-life stories unfold without them. Adopting an interpretive paradigm, this paper analysed returns and recalls and their functioning in Julius Ocwinyo’s Fate of the Banished and Footprints of the Outsider. This paper embraced a qualitative research approach; specifically, a descriptive case study design was deployed. Data was collected through close reading and documentary analysis; the paper was anchored on the Genettian discoursal perspective of narrative theory.
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    Teachers’ perception on implementing the revised lower secondary curriculum in selected schools in Uganda: A Focus on emerging issues and coping strategies
    (European Institute of Knowledge & Innovation, 2024-03-29) Wambi, Moses; Ocheng, Mary Teophira Kagoire; Were, David; Buluma, Alfred; Tusiime, Wycliff Edwin; Balituumye, Michael
    This study explored teachers’ perception on the implementation of Comptency-based Curriculum (CBC) in lower secondary schools in Uganda that was rolled out in 2020. The shift from the Knowledge-Based Curriculum (KBC) to CBC caused a cultural shock to those who had been nurtured in a purely teacher-centred curriculum! Teachers got challenged over their authority and autonomy in the delivery of instruction. Discussion was centred on teachers’ readiness to implement; pedagogical competences to plan, facilitate and assess CBC. In this phenomenological study, data was collected from 12 randomly selected secondary schools in urban, semi-urban and rural areas of Uganda. The population comprised teachers of Lower Secondary, Directors of Studies and Headteachers. Data was analyzed qualitatively through codes and themes and reported thematically, backed with verbatim quotations and statements from participants. Majority of the teachers were struggling with gaps in planning and content delivery, CBC stimulated hands-on-learning, teachers’ preparedness was considerably low due to lack of prior training, ICT integration was still an uphill task, majority of teachers were still stuck to traditional methodologies. CBC is too demanding and ambitious! NCDC should, therefore, design retooling packages for continuous capacity building, schools should promote peer mentorship, collaboration and Network initiatives.