A Global African Quest: Teaching, Learning, and Living in Uganda

By Myrtle Welch.

Published by The International Journal of Diversity in Education

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Ethnography and portraiture, as combined methods, inform academic and cultural data in this paper about teaching, learning, and vivacious life in Uganda, East Africa. A teacher, and researcher, embarked upon ethnographic research in Uganda and amalgamated socio-cultural events with data collected from classes that she taught in Kampala. Consequently, this ethnography about teaching and learning experiences with students, teachers, headmasters, and citizens in Uganda is weaved into narrative portraiture episodes. This paper is organized with the socio-cultural episodes appearing first and the academic episode appearing immediately before the last episode. Learning is socially constructed (Bruner, 1966; Vygotsky, 1978); therefore, the people are introduced before academics are presented. The six portraiture episodes are titled getting acquainted with Uganda, arrival into Kampala, sojourn abode—home away from home, unique Ugandan idiom, teaching and learning in Uganda, and leaving Uganda.

Keywords: Student Achievement, Globalization, Teacher Preparedness, Teaching Methodologies, Uganda, East Africa

The International Journal of Diversity in Education, Volume 12, Issue 1, pp.61-74. Article: Print (Spiral Bound). Article: Electronic (PDF File; 3.065MB).

Dr. Myrtle Welch

Assistant Professor, School of Education, Social and Psychological Foundations of Education, Buffalo State College, Buffalo, New York, USA

Myrtle Welch is a veteran public school teacher who spent many years teaching adolescents to read and write. She also taught reading in a computer reading lab for ten years. Her research interest is students who struggle to read and achieve at school. She has presented her research at various conferences including the Oxford Round Table, Oxford, England, 2006; and the Ambassadors of the 2007 World Forum in Washington D.C. Her publications, Reading Pedagogy: The Foundation and Cornerstone for the Expansion of Literacy (2007) and Reading as a Struggle: Challenged Readers Making Meaning from Texts (2009) cast a framework for teaching students who are challenged by texts. Currently, she teaches in the School of Education at Buffalo State College.