UGANDA 2013 Ellen Barber and John VanDevere SOC 206-2: Cross-Cultural Issues in Education July 1, 2013 - PowerPoint PPT Presentation

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Title: UGANDA 2013 Ellen Barber and John VanDevere SOC 206-2: Cross-Cultural Issues in Education July 1, 2013


1
UGANDA 2013Ellen Barber and John
VanDevereSOC 206-2 Cross-Cultural Issues in
EducationJuly 1, 2013
MZUNGA
2
  • UGANDA THE CULTURE
  • A summary of Ugandan culture includes their
    many languages, religious expressions, tribal,
    communal and individual customs, their food,
    dancing rituals and even historical African
    music. In every culture, even amongst the
    Ugandans, there is much diversity. The
    similarities and the differences between and with
    Uganda, and the United States, will be the
    subject matter of the following slides

3
  • Language in Uganda- Luganda is a tonal language.
    Stress differentiates meanings. It has five
    vowels. It is spoken by the people called
    Baganda and understood by others in Uganda. It is
    used in conversation. Yee means yes. Nedda
    means no. Weebale means thank you. Simanyi
    means I dont know. Nange means me too. Kale
    means ok. Tabula bulungi means travel well.
    Weeraba means good bye.
  • Religion in Uganda- You can not speak of culture
    without religion. Religion is spoken about,
    beginning with Creation, says Brother John.
    Uganda is one third Catholic, one third
    Christian, and one third Muslim. Belief in a
    supreme being is common. Myths and storytelling
    remain important religious tasks. Ritual and
    rites in communal life celebrate passages of
    development. Divine mercy is appealed for as an
    African.
  • Greetings in Uganda-Greetings are especially
    important in Ugandan Culture. Handshakes are
    appropriate and energetic, prolonged and many can
    be seen lightly griping their hand shaking
    forearm, with the opposite hand to express extra
    respect. Hand holding is common. Ugandans bow
    and give nods of the head. Always use your RIGHT
    hand when greeting others.

4
  • Food in Uganda-The cuisine consists of meats like
    chicken, lamb, pork, liver, and even goat. There
    are many fruits and vegetables available.
    Millet, corn , cassava and bananas are eaten
    frequently. There is rice, egg omelettes, beans
    and tilapia. The starchy green banana is steamed
    and mashed and served as matooke. It is the
    national food.
  • Music in Uganda-Brother John said that music
    began in Africa and has experienced many
    developments. The music is very harmonious and
    most instruments are tuned to the pentatonic
    scale. There are such examples as the
    harp(adungu) the xylophone(amadinda) and the
    fiddle(endingidi) and of course, the drums!
  • Diversity in Uganda-There are many different
    tribes and groups in Uganda and they differ
    completely from each other. Culture is both
    integrating and segregating says Brother John ,
    and Culture is evolving, not static, but
    dynamic.

5
  • Preserving Ugandan Culture-Culture is preserved
    in several meaningful ways
  • by storytelling, passing on proverbs,
  • education, socially, musically,
  • and historically.
  • There are many challenges facing the
  • African culture. There is a feeling of nostalgia,
    a
  • sense of having lost our traditional culture and
    religion,
  • says Brother John, A lot of African culture is
    still deeply rooted in the minds of the people,
    both literate and illiterate, he reports in his
    presentation.
  • Some proverbs passed onto us in class by our
    Kisubi friends were
  • hoofing it, which means walking, kissing the
    dust, which implies speed,
  • winnowing sand which speaks of uselessness, and
    the image of the elephant.
  • African Proverb
  • The elephant knows the tusk is not too heavy to
    carry.

6
SITE VISITS
  • We visited many sites in Uganda. We prepared
    for this aspect of our summer learning by delving
    into a 1965 Vatican II document, Gaudium et Spes.
    The Pastoral Constitution of the Church in the
    Modern World, begins with the English words, Joy
    and Hope. We were taught that this document is
    unique, written to the entire world. It describes
    the human person as a totality of body, mind,
    soul, heart and conscience and espouses a new
    approach to world problems.

7
  • Links to Global Learning Sites
  • SOS Childrens Village
  • LArche Community
  • The Kasenyi Fishing Village
  • Ndere Troup
  • Mbabaali School
  • Safari
  • Hospice

8
Ziika Children
The Ziika children came to Kisubi University by
bus. We served them by playing soccer with them,
playing with bubbles and teaching them new games.
The community we felt with them that afternoon
was one filled with love, patience, and
generosity on both sides.
9
SOS Childrens Village
At the Childrens Village, we witness another
aspect of community. Each household was
representative of a mother and her children. The
director of these communities was like a father
to them. When we handed out the pillowcase
dresses, it was important to the director that it
be done equitably and for the common good of all.
10
LArche Community
  • This is Robert sitting on Ellen Barbers lap. He
    was rescued at a young age from a community of
    monkeys who had been raising him. Learn more
    about his amazing story by following the link.

11
Kasenyi Fishing Village
12
Mbabaali Memorial School
  • The director and his wife have made a huge
    commitment to these children.

13
  • Something to think about
  • The Queen of Katwe by Tim Crothers
  • Phiona Mutesi from the Kampala slums is on her
    way to becoming a Grandmaster in chess the
    highest title according to coach Robert Katende
  • Our assertion is that cognitive differences come
    from social differencesbut that is a very
    tenuous connection. Theres no direct evidence
    for it yet. Richard Nisbett, PhD

14
Teeth May Smile but the Heart Does Not Forget by
Andrew Rice
  • Duncan Laki persevered, investigated his
    fathers murder under the Idi Amin regime, found
    his fathers body, buried him properly and had
    the murderers prosecuted. This persistent work
    covered three decades. This story echoes the
    resiliency of the people I met in Uganda on my
    global learning mission trip the summer of 2013.

15
SERVICE LEARNING
  • Ziika Project
  • Micro financing loans
  • Sociological Surveys
  • Walsh University participates in micro financing
    projects. The motto includes the words
    Empowering Women, Educating Daughters and
    Sustaining Families.
  • Dr. Penny Bove and Dr. Jo Anna
  • Kelly pictured here, began the
  • Ziika Project.

16
  • In January 2012, the Ziika Project began.
    Financial literacy education and training was
    provided by the Kisubi University College in
    Uganda. Eight women took the six week course.
    They had to submit business plans, budgets, and
    goals and also apply for the small financial
    loans to either begin or to expand their
    businesses. The first loans were given in May
    2012.
  • Successful Microloan programs in
  • underdeveloped countries have found
  • women are more likely to repay.
  • Walsh University Ziika Project Update
  • Spring 2013.

17
Seven of the eight women have paid their
micro-finance loans back already. They have
recently been given their second loan. The
continued success of this project is dependent on
these women paying the second loan back too.. Two
of the women, Rose and Agnes have been chosen for
leadership roles. The businesses included a
retail shop run by Agnes, Baskets, purses and
jewelry are made by Peggy. A Charcoal and Brick
Making business is run by Rose. Another Brick
Making business is run by Mary and a Wood
charcoal business is run by Margaret. The Animal
feed business is run by Judith. It was reported
to us that the eighth woman had a crisis in her
family causing her to be unable to repay her loan
at this time. These women covered her debt
because they are concerned with the common good,
not just their individual business goals.
18
With the Sociological Survey they received this
summer from the Walsh and Kisubi students, they
gave informed consent to answer the survey
questions, allow pictures to be taken and even
videos. Each of them had the assistance of an
interpreter. Interestingly, all of the women
stated that they made a profit and that it all
went right back into their business or helped
them to educate another member of their family.
19
  • Real celebrations, joy and transformation for all
    involved in this project!

20
  • From the survey we learned that Mary has
    twenty people living in her home right now, five
    of them are adults. The children were right
    beside her, making the bricks. She had two small
    children under each arm while we were chatting
    about the brick making business and the survey.
    Mary had a very big smile on her face this day,
    also the day she received her second loan.

21
GAUDIUM ET SPESClick on the title for full
reading of document
  • Gaudium et Spes states that our development
    should be measuring up to our "supreme destiny",
    through Jesus Christ, as baptized Christians." GS
    10
  • It is our conscience that needs awakened or
    quickened. There is a huge disconnect these days.
    There is a lack of human development amongst all.
    We are destined to become wise as humans. We were
    made for truth. We are in bondage because we do
    not help develop others. We feel burdened and
    lonely and unimportant, because we do not choose
    the good, true and beautiful, that which
    glorifies God. GS19
  • Love of neighbor is the highest command. GS24
  • We should oppose all things that "poison" human
    dignity and life. We must distinguish between
    error and truth, but always reverence individuals
    made in God's image, any who come across our
    path, doing what Jesus did. GS27
  • We are precious for what we are, not for what we
    have. GS35
  • Economic, social, religious political and
    communal life needs balanced between the
    different countries. GS 63
  • We are asked to readjust our resources to
    establish these goals. This is an example of
    solidarity and subsidiarity. GS86

22
  • The joys and hopes, the griefs and the anxieties
    of the men of this age, especially those who are
    poor or in any way afflicted, these too are the
    joys and hopes, the griefs and anxieties of the
    followers of Christ.
  • GS 1
  • ?
  • Did Jesus come to comfort the afflicted and
    afflict the comfortable?
  • What enormous changes have you witnessed in our
    world?
  • What separates, isolates and divides you from
    others?

23
For more information about Global Learning at
Walsh, the Uganda Experience and the Ziika
Project click here
24
REFERENCES
  • Byarugaba, Dismas. (May 2013). Multicultural
    Uganda.
  • Crothers, T.(2012). The Queen of Katwe. New York
    Scribner.
  • Gaudium et Spes. (December 7th, 1965). The
    Pastoral Constitution on the Church in the Modern
    World. Vatican Press.
  • Introductory Luganda Lessons. (2008).Peace Corps
    Uganda.
  • Kalama, John B.(May 2012). Multicultural Beliefs
    and Values. Kisubi, Uganda.
  • Luwerekera, Bernard. (May 2013). Gaudium et Spes.
    Kisubi, Uganda.
  • Rice, Andrew.(2009).The Teeth May Smile but the
    Heart Does Not Forget.
  • New York Henry Holt and Company.
  • Winnerman, Lea.(Feb. 2006)The Culture-Cognition
    Connection. APA Vol 37.
  • Ziika Project Update.(Spring 2013). N. Canton, OH.
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