Education
Resurrecting forgotten history: African Slave trade & modern-day slavery
The Centre for Teaching and Learning Support, CEES in collaboration with the University College London, UK organized an Educational webinar entitled: Omissions in Sloane’s Jamaican collections: African slave trade and modern slavery building shared futures. The webinar held on 28th July, 2023 saw over 40 participants; lecturers, students from Makerere University and other Public and Private universities engaging in debates on addressing contemporary challenges as such Modern Slavery.
The Educational webinar was spearheaded by Dr. Dorothy Sebbowa and panelists; Dr. Mary Kakeeto and Dr. Zaid Sekitto all from Makerere University.
Dr. Dorothy Kyagaba Ssebowa who is a Sloane Lab Community Fellow began the webinar with a citation from William Wordsworth who once said: ‘Let us learn from the past to profit by the present, to live better in the future.’
Dr. Kyagaba noted that, Sir Hans Sloane (1660-1753) was a significant historical figure of the 18th Century who collected artifacts (flora& fauna) from Jamaica on the enslaved Africans during the Transatlantic Slave trade. Upon his death in 1753, Sloane bequeathed his collections which laid the foundations for the establishment of the world’s first free national and public museum, the British Museum. That is why his role as a pioneer cataloguist is remembered in museum, archival research and history education scholarship. Dr. Kyagaba argued that, although Sloane frequently included information about how locals such African Slaves used objects, herbal medicine, cultural and life experiences, this information is not only filtered and interpreted through Western lenses, but it is often viewed and dismissed as misinformation substantiating superstitious practices. Additionally, the history of slavery and the experience of enslaved people in museum, archival and history education scholarship has been largely un-investigated with notable gaps and omissions as reflected in the Specialist Guide to the Sloane Jamaican Database. Using Sloane’s guide as a key unit of analysis, the project examined the historicity and methodologies through the lens of Sloane’s involvement in the local of Jamaica the African Slave trade and enslavement (previously ignored or marginalized histories).
Okra and Kola Nut
To this end, two objects identified from Sloane’s Herbaruim: Okra and Kola all from the West African origin. The rationale for obtaining the two plants/objects were transported by the enslaved Africans from Africa to America as during the Transatlantic Slave trade. They are catalogued as Sloane’s Herbaruim collections 1687-89 (Natural History Museum, London). Okra particularly bears a West African name ‘ Okuru’. Okra is rich in vitamins B, C and it a source of lubrication among women.
Kola (Cola ntilida) from West African origin also bears an indigenous name ‘Bichy’. During the Transatlantic slave trade, it was used as a herb and medicine for taking away poison. It is currently useful in different parts of Africa as a medicine, trading commodity and the nuts help the body to get rid of excess water. These plants attach significance to African plant knowledge transfer and medicines. Such local medicines have since been useful in managing COVID 19. Accordingly, Historical hermeneutics emphasizes the conversation, relevance between the past, present and anticipated future
Dr. Kyagaba in her study of Sloane’s works found that Sloane does not recognize that plants such as Kola Nut and Okra were brought into Jamaica by slaves from West Africa during the Transatlantic Slave trade.
She contends that “although Sloane frequently included information about how locals such as African slaves used objects, herbal medicine, cultural life, and experiences, this information is filtered and interpreted through the Western lens. It is also often dismissed as misinformation substantiating superstitious practices.”
Okra, as she discovered originated from west Africa and was called Okuru. It is to this day still being eaten as a soup in west Africa. Okra is rich in vitamins A and C, as well as antioxidants that help reduce the risk of serious health conditions like cancer, diabetes, stroke, and heart disease. Okra is also a good source of Magnesium.
The research speaks to a relationship between the past, the present and the future.
The other herb that was investigated was Kola Nut, which is also said to have originated from West Africa.
In Igbo Culture in Nigeria Kola Nut is the first thing to be served to a visitor as they believe that it symbolizes peace and shows one is welcomed in peace. It symbolizes peace, unity, reconciliation, integrity, life, fraternity, hospitality, goodwill and kindness.
Dr. Kyagaba said that there is an argument that non-European peoples may have served on projects of imperial medicine, but the full extent of their pharmaceutical and medical knowledge was concealed, ignored, and sometimes lost. This contribution by the slaves ought to have been documented, Dr. Kyagaba argues.
The researchers found that Sloane’s writings were biased and prejudiced. The contribution of African slaves or their names were omitted from Sloane’s catalogue and yet they had a big role to play in the civilization of the Americas.
Between 1517 and 1867, about 12.5 million Africans were forced into slavery. These Africans were purchased by Europeans and sold in the Americas for a profit. In spite of their contributions to civilization, there is not enough documentation of the same. Dr. Kyagaba in her submission called for documentation of these forgotten history. ‘It is important for African historians to write and reconstruct and deconstruct history that has been given to us. Above all let the learners together with their teachers engage in a collaborative interpretation of the historical narratives presented to them.’
Dr. Kakeeto Mary a key panelist of the webinar joined the conversation and conceptualized Modern Slavery. She said that Slavery is not only historical, today over 50 million people are victims of modern slavery which is mainly affecting the Global South.
She defined modern slavery in a number of ways: when an individual is exploited by others, for personal or commercial gain. Whether tricked, coerced, or forced, they lose their freedom. That manifestations of modern slavery include but is not limited to human/child/drug trafficking, forced labour, debt bondage, force marriages, sex slavery among others.
Many people who joined the online discussion through the metimeter link chats agreed with Dr. Kakeeto that modern slavery exists in many countries citing the enslavement of Ugandans who travel to the Arab world in search of employment. ‘Unlike the historical slavery, Modern slavery is disguised!’.
Additionally, Dr. Zaid Sekitto remarked that, youths are taken to the Arab world by labour companies that pay little or no attention to them, their health insurance once they get to the homes of their employers. That, the Business and Human Rights Resource Centre recently reported a family of a Ugandan lady that had allegedly been physically harmed by her employer in Saudi Arabia until her death. That, the most vulnerable groups are: women, young girls and children.
Discussants of the Webinar proposed solutions for addressing modern Slavery by calling on the government to create employment for Ugandans, enforce skills as reflected in the Competency based curriculum at the secondary level, empowerment, respect for cultures and women, create awareness and sensitization about the modern slavery and its ills, as well as implement anti-slavery laws and promote fair labor laws and practices.
By Jude Ssempebwa
On Saturday 11th January, 2025, a huge delegation from the College of Education and External Studies crossed the Equator to attend Dr Joseph Kimoga’s priestly silver jubilee celebrations at his parents’ home in Baja, Bukulula Parish, Masaka Diocese.
Dr Kimoga is an Associate Professor at the East African School of Higher Education Studies and Development, College of Education and External Studies, Makerere University.
The delegation included the College Principal, Professor Anthony M. Mugagga, the College Bursar, Mr Stephen Kayima, the School Dean, Dr. Jude Ssempebwa, Prof. F. E. K. Bakkabulindi, Dr Sr Justine Namaganda, Dr Peter M. Ssenkusu, other staff of the College, and dozens of present and past students of the College. These joined thousands of Dr Kimoga’s relatives, friends, colleagues and well-wishers in a colorful service of mass, which was followed by a sumptuous luncheon, live music, dance, presentation of gifts, and merrymaking.
The service, which was led by Dr Kimoga, was graced by the Chairperson of the Uganda Episcopal Conference, Rt. Rev. Joseph Anthony Zziwa, Bishop of Kiyinda-Mityana Diocese; the Kalungu East Member of Parliament, Honorable Francis Katongole Katabazi; hundreds of priests, including the Parish Priest of Bukulula Parish; and hundreds of religious sisters and brothers.
In his homily, Fr Godfrey Mukibi humorously chronicled Dr Kimoga’s educational and priestly journey and achievements, highlighting God’s exceptional blessings upon him. Fr Mukibi emphasized that Dr Kimoga’s stellar success as a seminarian and as a priest even if he was not accepted at the first minor seminary to which he applied bears proof that God does not necessarily choose those that people see as able.
“God enables those He chooses,” he said before going on to analogize Dr. Kimoga’s unlikely priestly selection with that of Moses, Joshua, Paul and other biblical characters.
Fr Mukibi commended Dr Kimoga for being meticulous and personable and congratulated him upon reaching his priestly silver jubilee. He also thanked Dr Kimoga’s parents for grooming him in civility, orderliness and a very strong work ethic.
In his address, Bishop Zziwa delivered Pope Francis’ congratulatory message to Dr. Kimoga. The message was signed for the Holy Father by Archbishop Luigi Bianco, the Apostolic Nuncio to Uganda.
After the service, Prof. Mugagga congratulated Dr Kimoga upon reaching his priestly silver jubilee. He thanked him specially for showing an example of the ideal Roman Catholic priest in the course of his work at Makerere University and wished him good luck in the years that will lead to his priestly golden jubilee. Prof. Mugagga requested the Uganda Episcopal Conference to deploy more clergy in the various higher education institutions in the country. He explained that young adults in the institutions critically need the counsel and example of the clergy but there aren’t enough clergy men and women in the institutions.
The College of Education and External Studies (CEES) has made a remarkable contribution to Makerere University‘s 75th Graduation Ceremony by presenting 1,192 graduands. Of these, 659 are female and 533 are male. The college also set a milestone with 28 PhD graduands—the highest in recent years—including 15 females and 13 males. Additionally, CEES graduated 63 master’s students, 148 postgraduate diploma holders, and 953 undergraduates.
In his address, the Vice Chancellor, Prof. Barnabas Nawangwe, commended CEES for its strategic initiatives aimed at addressing Uganda’s socio-economic challenges. He highlighted the “Student Training Entrepreneurial Promotion” (STEP) project under the Mak-RIF initiative, which equips teachers, students, and school dropouts with entrepreneurial skills to combat unemployment. This aligns with the College’s focus on enhancing Uganda’s educational landscape through programs such as Early Childhood Learning offered at various academic levels.
The Vice Chancellor praised Makerere‘s commitment to community engagement and innovation. He underscored the importance of CEES’s research on competence-based secondary school curricula as a step towards bridging gaps in foundational education. He also encouraged graduands to leverage their education for societal transformation, emphasizing entrepreneurial solutions to community challenges.
Staff awards
The Vice Chancellor, used the same occasion to recognize Dr. Reymick Oketch and Dr. Sekatawa Kenneth, who were awarded for their excellence as early and mid-career researchers, respectively. Dr. Sr. Namaganda Justine and Prof. Bakkabulindi Fredrick received awards after they were voted best lecturers by the student community, reflecting the college’s dedication to academic excellence.
First Lady’s Message
The Guest of Honour, Hon. Janet Kataaha Museveni, represented by the State Minister for Primary Education, Hon. Joyce Kaducu, congratulated the graduands and acknowledged the parents for their sacrifices. She urged the students to be proactive contributors to Uganda’s development. “Go into the world and light a candle. Start humbly, face the future with courage, and create jobs rather than dispersing them,” she said.
Achievements
During the week-long graduation ceremony, 13,658 graduands will receive their awards, including 143 PhDs, 1,813 master’s degrees, 11,454 bachelor’s degrees, and 243 postgraduate diplomas. Of these, 53% are female, and 44% of the PhD recipients are women. The Vice Chancellor noted these statistics as evidence of Makerere‘s progress toward gender equity and research-led growth.
Prof. Nawangwe lauded the Government of Uganda’s support through initiatives like the Makerere University Research and Innovation Fund (Mak-RIF), which has enabled cutting-edge research. He also celebrated CEES’s role in fostering partnerships and innovations that address Uganda’s most pressing challenges, such as unemployment and quality education.
Future Direction
The Chancellor, Hon. Dr. Kiyonga, outlined Makerere’s vision for expanding its community outreach and commercialization of research innovations. He proposed strengthening partnerships with private-sector investors to turn academic ideas into viable businesses. Dr. Kiyonga also encouraged the graduands to apply their skills to create opportunities in agriculture, education, and other sectors.
As Makerere celebrates its legacy as a beacon of higher education, CEES exemplifies the transformative impact of education in building active and responsible citizens. The achievements celebrated today reflect the university’s dedication to empowering individuals and fostering national development.
On January 10, a team of researchers from Makerere University‘s College of Education and External Studies (CEES), in collaboration with international partners, held a dissemination seminar at Nican Resort Hotel in Kampala. The event marked the culmination of their study on “Enacted Citizenship in Times of Uncertainty,” which focused on teachers’ lived experiences during the COVID-19 pandemic in Uganda and Tanzania.
The study, led by Prof. Tiina Kontinen of the University of Jyväskylä, Finland, included contributions from Dr. Karembe Ahimbisibwe, Dr. Kellen Aganyira (Makerere University) and Dr. Judith Kahamba (SUA, Tanzania). The research was supported by the University of Jyväskylä’s Department of Social Sciences and Philosophy, where Dr. Karembe and Dr. Kahamba are postdoc fellows.
The research aimed to explore how state-citizen relations were re-articulated during the pandemic, focusing on the experiences of teachers in Kampala, Uganda, and workers in the tourism sector in Arusha, Tanzania. The study delved into how states justified their COVID-19 responses, how citizens coped with the pandemic, and the implications of these experiences on notions of citizenship.
Key Findings
The research identified significant impacts on teachers’ professional and personal lives, revealing challenges and adaptive strategies during the pandemic:
- Status of Teachers:
- Teachers were classified as “non-essential” workers, leading to job insecurity and lack of income during school closures.
- They experienced a sense of vulnerability, with mixed outcomes regarding relief support.
- Survival Strategies:
- Many teachers diversified income sources, engaging in casual labor, retail businesses, or unauthorized coaching.
- Teachers relied on social networks and reduced household expenditures to adapt to the “new normal.”
- Emotional and Professional Impact:
- The pandemic led to frustration and disillusionment among teachers, with some considering or transitioning to alternative professions.
- The disruption weakened the bond between teachers and learners, as economic pressures diverted focus from teaching.
- Perception of the State:
- Teachers viewed the state’s pandemic measures as both caring and authoritarian. Relief efforts were perceived as inconsistent, with accusations of corruption and favoritism in their distribution.
- The study highlighted the hybrid nature of state-citizen relations, oscillating between caring and oppressive tendencies.
Dr. Herbert Tumwebaze, representing the Head of the Department of Adult and Community Education, congratulated the research team on their efforts and acknowledged the participating schools and teachers. He emphasized the importance of such studies in understanding the multifaceted impacts of the pandemic on education.
Prof. Tiina Kontinen, the principal investigator, outlined the research’s next steps, which include analysis and publication. The seminar provided an avenue for stakeholders to reflect on the findings and discuss implications for policy and practice.
This study underscores the complex interplay between state policies and citizen resilience during crises. It sheds light on the unique challenges faced by teachers and highlights the need for more robust support systems for educators in times of uncertainty.
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