Immanent-Transcendence: Towards a More Ethically-Oriented CPD in the Wake of Uganda’s National Teachers Policy (2019)

Cornelius Ssempala¹, Peter Mpiso Ssenkusu¹ and John Mary Vianney Mitana^2,

¹College of Education and External Studies, Makerere University, Kampala-Uganda

²Luigi Giussani Institute of Higher Education, Kampala, Uganda

Cite this paper:
Cornelius Ssempala, Peter Mpiso Ssenkusu and John Mary Vianney Mitana. Immanent-Transcendence: Towards a More Ethically-Oriented CPD in the Wake of Uganda’s National Teachers Policy (2019). American Journal of Educational Research. 2021; 9(10):647-653. doi: 10.12691/education-9-10-7

Abstract

While efforts to regularize CPD and comply with global standards promise a more competent teacher workforce in pre-primary, primary and secondary schools, the question of a more enchanted and value-oriented CPD embedded in local cultural-linguistic life worlds remains hanging. Carefully going through the traditional philosophical terrain, since Hume and Kant, up till Heidegger, Foucault and the Neo-pragmatists, and Virtue Ethicists, the purpose of this paper is to provide a philosophical background against which Uganda’s National Teachers Policy could be conceived as more ethically-motivated. We used content analysis to examine the National Teacher Policy document alongside other local and international literature about teachers’ continuous professional development. It concludes by showing how a Levinasian perspective, though not widely known in educational circles, explains how a personally engaging and vocational professionalism could re-enchant the Ugandan teacher’s work and life.

Keywords:
the managerial and activist professional travelling and embedded policy convergence and divergence conversation disenchantment the face of the other immanent-transcendence

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