Browsing School of Education by Author "Gulere, Cornelius Wambi"
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- ItemBeyond the Transcript: Right Career for the Right Person.(Uganda Christian University, 2017-10) Gulere, Cornelius WambiAn occupation undertaken for a significant period of a person's life and with opportunities for progress
- ItemDevelopment of Sustainable African Libraries as Centers of Literacy and Languages Development in Uganda and Ethiopia(The 3rdEast African Arts and Culture Festival 2017 Culture and the Creative Industry: The Engine for Unity and Employment Creation, 2017-09) Gulere, Cornelius Wambi; Zeleke, YalewThe joint action research sets out to deepen knowledge and understanding of key issues in libraries as centers of literacy and languages development in Uganda and Ethiopia. The School Library (SL) and Community Library (CL) approaches have been used for more than two decades in Ethiopia and a decade in Uganda. But, their effectiveness and impact has not been researched. The need is to document the experiences of UgCLA in Uganda and CODE Ethiopia; and to analyse the lessons learned for possible replication in the African practices. In Uganda, we found community libraries and, in some instances, rural private primary school libraries as some of the most effective models for instilling a love of reading in children and their families. Joined together under Uganda Community Library Association (UgCLA), some of these libraries have received the support of Friends of African Village libraries to carry out their activities. They operate in spaces donated by individuals, schools and communities. The books procured from the local market, donated and sometimes supplied by national library of Uganda in conjunction with Book AID International are mostly in English. Reading materials in local languages are very scarce both in homes and community. The few that exist are in schools and even these are inadequate as they are used only during class time. The children and parents have no opportunity to read with their children and so the children have limited time to practice reading their mother tongue on their own outside the classroom. UgCLA has helped libraries in Busoga Cluster to gather, write and create books on the African Storybooks project where 24 out of 120 stories have been published. This experience is to being replicated into 17 other languages that constitute 75 % of the languages used in Uganda. Similarly, CODE Ethiopia (CE), working with government and school libraries has achieved the same goal of literacy development in rural and semi-urban communities. Since 1994, CE has established 97 community libraries in 97 different districts of the country. CE has a practical model of establishing and transferring the ownership of the libraries to respective communities and government organizations. However, it keeps supporting them whenever there is material, financial and technical support. CE is working with CODE and IREX/Beyond Access in new literacy development activities using tablets in the ‘Hacking Literacy Approach’ to create community libraries, develop supplementary materials, distribute readers for free, train librarians, book developers and Library Management Committees and to acquire and distribute books obtained through donations and local purchase. CE also holds the Burt Award for African Young Adult Literature. The study is looking into ways of improving access to literacy materials to which the libraries have contributed but have no significant access. Mentoring of story writers and readers in content creation and establishing, strengthening and monitoring of reading clubs and literacy facilitators is on-going to hopefully impact positively on the availability and use of the literacy materials on the market. The study is documenting the stories of 12 selected libraries in Uganda and Ethiopia and the library activities put in place.
- ItemForeign Languages: Lessons from the Past, Innovations for the Future(Foreign Languages Conference, 2014-08) Gulere, Cornelius WambiThe language of expression plays a major role in the transmission of a message, and the interpretation of meaning of a work of art. Imagery and nomenclature determine how an original work of art or its translation is to be categorised, appreciated and analysed. The critic and reader have to grapple with the challenge of interpreting literatures in translation. In some cases, names, imagery and voice have to be changed in order to place the text appropriately into the context of the target language. In such cases, the naming of people, places and things as well as the use of imagery localised to the target language context(s) raises some conceptual challenges especially with regards to contextualisation, categorisation and authorship. Using my embryonic experience in translating Austin Bukenya‟s The Bride, Wole Soyinka‟s The Trials of Brother Jero, Francis Imbuga‟s Betrayal in the City, Sophocles‟ Antigone and William Shakespeare‟s King Lear from English into Lusoga, I argue that authentic texts are created through complete creative translation. Each of my plays in Lusoga, namely, Omugole, Ebikemo by’owoluganda Yero, Nkwe mu Kibuga, Kyabazinga Mukama, and Nantameigwa are innovative literary realities having been adorned in new language and diction. The changes in nomenclature, imagery and contexts of the source text to reflect the target language produces authentic texts.
- ItemFrom known to unknown: language and Literature learning and teaching in Uganda(Language teaching and resource center, School of education Makerere University, 2000-04) Gulere, Cornelius WambiThe declining enrolment and standards of English language and Literature in Uganda can be attributed to three major factors: (i) Communication incompetence due to a colonial language education legacy (ii) Disparity between 'nationalistic' and individual students’ career goal and Objectives (iii) Poor feedback and evaluation process
- ItemInternationalization of Higher Education for Sustainable Development(The 4th International Interdisciplinary Conference (4IIC), 2017-08) Gulere, Cornelius WambiRiddling forms the basis for consensus building on agriculture and food security practices in Busoga. This style of discourse on agriculture and food contains symbols that build a collective knowledge base for the community to discuss, appreciate and deliberate on food security. For example, the precedent by Nanyange Agnes, K.36: “Wansi mmere, wakati nku, waigulu iva – Below is food, the middle is firewood, above vegetable” (Edhikolyoka: Nsinze, 24.08.2009) opens discussion on food, firewood and vegetal source. Allusion to the cassava plant increases the farmers’ awareness of the value of cassava as a food secure crop. It also draws attention to other crops with similar characteristics thereby increasing knowledge on food security. Using contextual linguistic enquiry, the study interprets 10 selected riddle acts from Nsinze Seed School and Edhikolyoka riddling sessions performed at Nsinze on August 21 and 24, 2009. The study concludes that, riddling refreshes the performers’ power of observation of the society’s agricultural practices. Such insight influences teamwork and value to the crop. This interaction raises the quality of farming and quantity of production as it critically evaluates the utility, developments and challenges facing the farmer. The social interaction in riddling sharpens the mind of the audience participants to (re)think broadly and act specially. The study shows how riddling serves the purpose of crafting deeper knowledge of agriculture and farming practices through agricultural entertainment (agri-tainment). The prevalence of Kisoga riddle acts on food, food production and agricultural science shows that the Basoga are keen on mimicking food in art, to enliven livelihoods and instil individual shared benefits. This therefore confirm that riddles are critical forms of literature that teach and delight people beyond the literary.
- ItemLanguage, the Sustainable Development Goals, and Vulnerable Populations(The Centre for Research and Documentation on World Language Problems and the Center for Applied Linguistics, 2017-05) Gulere, Cornelius WambiCultures that use indirect language today face the challenge of being misunderstood. Indirection is often associated with lack of self-esteem, zeal, truthfulness and sincerity. Yet, it is for some, a style of language communication intended to save face and keep peace. As such, people who use indirection may be misunderstood to the extent of being excluded, undermined, and dismissed as unsophisticated and disregarded by those who “speak straight to the point.” A case in point is the Basoga in the Eastern part of Uganda, whose language of communication is dominated by riddling and proverbiage. Defined by colonialists and neighbours as “abempwitu” meaning belligerent, their educational and economic performance is comparably dismal and deteriorating by the year largely because of language. Although many Basoga have served in high positions of power, authority and influence since 1910, their power of negotiation and influence has been low because their language of articulation of the matters of Busoga is engrossed in imagery. An understanding of such a people’s language and what it seeks to communicate calls for specific attention to language diversity. The Basoga, like many indigenous and African people, continue to lose out on many opportunities, because they are misunderstood by their partners in development also because they have a low self-concept. I have found out that the economic stagnation and social frustration of the people in Busoga is largely due to low levels of Lusoga language appreciation. Hence, their detached duty to and use of their direct resources both material and human.
- ItemMahatma Gandhi’s Perspective of Discipline: An Understanding of African Proverbs on Peace.(Uganda Christian University, 2017-09) Gulere, Cornelius WambiMahatma Gandhi’s perspective of discipline, which is also the basis of respect for the self and others comprises of truth (Satya), non-violence (ahmsa), self-control (brahmachaya) non-stealing (a steya) and non-possession (paragraph). To these major characteristics of discipline, he adds fearlessness, removal of untouchability, bread labour, tolerance, humility and silence. Many Africans have proverbs, which describe these virtues of discipline.
- ItemOne-On-One Riddling Approaches to Local Languages and Literature Revitalization In Uganda(2018-06) Gulere, Cornelius WambiThe gains and challenges in fulfilling the Asmara 2000 declarations on African Languages and Literatures have shown that individuals are the key to sustainable revitalization. Using riddling approaches, the author has brought Lusoga from the doldrums of an endangered language to the realms of vitality in Uganda. Riddling constructs words, acts and thoughts of individuals into collective knowledge for the general good of society. By sidelining policies that put national budgets above the interests of people, he high costs anticipated in undertaking any substantial language development program have been superseded Through individual efforts, over 100,000 artifacts have been documented in the past 15 years, making Lusoga Language and Literature readable, researchable and examinable in Schools. Proving that, regimes needed more individuals than money to promote mother tongues; and the removal of national and official language policies that hinder the use and development of local languages.
- ItemPositioning Library and Information Services to Achieve Sustainable Development: Innovations and Partnerships.(Uganda Christian University, 2018-04) Gulere, Cornelius WambiAs Library Information Services providers we have the obligation to innovate, renovate and activate new and old partnerships. You have to reach out to individuals, communities, nations and corporations in the global village to harness their knowledge and information for the common good.
- ItemThe Riddle of Yayeri the Great by Michael Ogutti(Uganda Christian University, 2018-09) Gulere, Cornelius WambiThe story, Lwaki Yayeri Muzira? (Ogutti 2013), translated as Why is Yayeri Great? (Gulere 2014), takes the form of a riddle whose answers are left to the reader to reflect and articulate. It is one of the Uganda Community Libraries Association (UgCLA) Local Language Literacy project books sponsored by Comic Relief under the African Storybook Project/South African Institute of Distance Education (SAIDE). Ogutti is the promoter of Busia Community Library, which is a member of UgCLA and one of the 20 writers who gathered from among the Eastern Library Cluster of UgCLA to create stories that would change the local literacy environment in Eastern Uganda and Africa as a whole. The UgCLA project produced 40 stories and about half of these were translated into English, illustrated, approved, and published on the creative commons African Storybook website. This critical study seeks to analyse the efficacy of the story to transform its audience basing on the understanding that stories transform society. The story portrays an ideal village girl child who stands prominently above his brother by acting independently and responsibly against all odds. She is an enigma and that is why she is a heroine like her biblical namesake Jael.
- ItemRiddling, Word-Play and Language Growth(Uganda Christian University, 2017) Gulere, Cornelius WambiWord-play and/or riddling are sometimes castigated as a diversionary use of language. While some are fascinated by it and would go miles to appreciate such entertainment, others feel it is insincere and nonsensical. This paper posits that riddling and / or word-play creates additional meaning with words in order to entertain or make a comment. Riddling and word-play are genres where the language is seen to overfly its boundaries (rules). In this way, it finds fertile grounds to grow, especially when it comes to using certain words considered as taboo in society. It is also used in coded communication used by the forces like the army and police. By examining the street comedy shows of Diikuula and selected radio shows, songs and riddling events in targeted locations, we have come to the conclusion that through word-play and riddling, the actors are able to coin words and euphemisms that bear double or sometimes triple meanings relevant to a cause. By so doing, they help the language users to realize another side of words and phrases in common use and to reconsider their statements, before making them. In this way, language acquires new semantic and morphological dimensions.
- ItemSymbolism in Robert Serumaga play, The Elephants(Uganda Christian University, 2018-11) Gulere, Cornelius WambiSerumaga’s play, The Elephants uses intensive alchemical symbolism of Fire, Water, Air, Earth, Sulfur, Mercury, and Salt to depict the conflicts and changes in post-independent Uganda of June 1969. The two act play shows individuation happening in the lives of the seven characters in four main alchemist stages of transformation: blackening, whitening, yellowing, and reddening. For instance, Jenny, an American Peace Corps volunteer from a wealthy family comes to Uganda in search of her Self-worth. She gets into numerous erotic relationships, the latest one being a marriage proposal to Maurice, a refugee, and David’s longtime friend, formerly a philosophy student turned painter. David, the philosopher stone, rejuvenates Maurice who in turn rejuvenates Jenny against the envy of the fiery Richard, an American literary research fellow. The suffering of both David and Maurice does not kill their hope as their moods swing between optimism and pessimism, sanity and insanity, productivity and unproductivity, learning and unlearning. This mercuric life force overcomes the hurting truth condensed over their six years together. Once the news about his dead relatives is broken, Maurice splits from David like the spider-lily leaves, leaving both men mad. The Elephant symbolizes an urge to move, love, transform, and possess. This is the riddle of the post-World War II and post-colonial, post-independent states like Uganda. Mingling with the Wild West, Makerere University produces academic layabouts that roam with the rest of the world; as the doctors and nurses, turn Mulago Hospital and their patients into permanent casualties.
- ItemUCU Creative Writing, Reading, Translating and Publishing for children in local languages(Uganda Christian University, 2018-08) Gulere, Cornelius Wambi; Tukwasibwe, Constance; Mugume, PeterUganda Christian University Community Service Writing, Reading, and publishing for Children in Literature
- ItemUganda Christian University’s collaboration with Story Weaver(Uganda Christian University, 2018-03) Gulere, Cornelius WambiUganda Christian University (UCU) aims to supplement early literacy initiatives by making quality multilingual children stories freely available to the local communities with this collaboration. Using Story Weaver’s repository of open source content, the students of the of the creative writing course at UCU in particular, and the students and staff in the Faculty of Education and Arts in general, will create, translate and publish the final reviewed stories on the Story Weaver with an aim to increase the corpus of children’s stories across multiple Ugandan languages. The stories will be reviewed by respective native language users within the UCU community. This is a part of the UCU Community Service Project: ‘Creative Writing, Translation and Publishing for Children’ in the Department of Languages and Literature. The project also seeks to print these stories and make them accessible to all children of the local communities in Uganda through the UCU campuses and colleges.
- ItemUganda Christian University’s collaboration with Story Weaver(Uganda Christian University, 2017-07) Gulere, Cornelius WambiUganda Christian University (UCU) aims to supplement early literacy initiatives by making quality multilingual children stories freely available to the local communities with this collaboration. Using Story Weaver’s repository of open source content, the students of the of the creative writing course at UCU in particular, and the students and staff in the Faculty of Education and Arts in general, will create, translate and publish the final reviewed stories on the Story Weaver with an aim to increase the corpus of children’s stories across multiple Ugandan languages. The stories will be reviewed by respective native language users within the UCU community. This is a part of the UCU Community Service Project: ‘Creative Writing, Translation and Publishing for Children’ in the Department of Languages and Literature. The project also seeks to print these stories and make them accessible to all children of the local communities in Uganda through the UCU campuses and colleges.