@article{education20221073,
author={{Ssempala, Cornelius and Ssenkusu, Peter Mpiso and Mitana, John Mary Vianney},
title={How Anti-anti-Ethnocentrism Might Offer a Useful Lens through which to READ Educational Reforms in Uganda as more than Fitting a ¡®Square Peg in a Round hole¡¯},
journal={American Journal of Educational Research},
volume={10},
number={7},
pages={444--451},
year={2022},
url={http://pubs.sciepub.com/education/10/7/3},
issn={2327-6150},
abstract={Numerous research efforts in Africa south of the Sahara have suggested that reforms to improve quality of learning environments through teacher re-training and curriculum reform are bound to fail. Teacher-centred pedagogies which presuppose a universally given ¡®order of things¡¯ are more efficient for teaching dogmatic learning of scientific facts and principles, while progressive discovery approaches tended to be more effective in promoting progressive scientific attitudes and skeptical-critical understandings that are not typically African. The discussion is meant to highlight, contrary to rampant ¡®reform pessimism¡¯, the liberating nature of recent reforms as they render neo-Kantian notions of a unilinear, formalistic and anti-ethnocentric curriculum <i>de facto</i> problematic. Signs of hope and renewal for the Ugandan girl child in the wake of Covid-19 lockdown are highlighted in support of mindset shift away from ¡®purely¡¯ formalistic rules and principles.},
doi={10.12691/education-10-7-3}
publisher={Science and Education Publishing}
}