Browsing by Author "Rugambwa, Nina Olivia"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Enhancing African indigenous knowledge collection management in Ugandan public university libraries: lived experiences of senior library staff
    (IGI Global, 2023) Rugambwa, Nina Olivia; Akena, Francis Adyanga; Nabutto, Claire Clement Lutaaya; Bugembe, Kamulegeya Grace
    Various studies in library and information science have emphasized that indigenous knowledge management is still a neglected area and a challenge in the discipline of information management. However, the rationale for this neglect and driving challenges in university libraries has not been documented from the practitioner's perspective. This chapter shares lived experiences from experienced senior staff of public University libraries in Uganda regarding the management of African Indigenous knowledge collections. The study uses the theoretical lens of Wilson's information behavior model interpolated with participants' views to gain insight into the perspectives of the practitioners. The findings revealed challenges in lack of appropriate metadata descriptors to accommodate this knowledge, biased knowledge organization tools that are incompatible with African indigenous knowledge metadata characteristics, and limited funding in university libraries for research and indigenous knowledge collection development.
  • Thumbnail Image
    Item
    Lifelong educational and decolonization programs for the Batwa indigenous people of southwestern Uganda
    (East African Journal of Interdisciplinary Studies, 2024-03-25) Sekiwu, Denis; Adyanga, Francis Akena ; Genza, Gyaviira Musoke ; Rugambwa, Nina Olivia ; Muwagga, Anthony Mugagga
    This article is based on a study conducted among the Batwa Indigenous people in southwestern Uganda between 2021 and 2022. The study aimed to explore culturally relevant lifelong education and decolonization programs for the Batwa people. Using indigenous research methodology, 60 participants comprising of elders, parents, children and teachers were recruited from the Batwa community for the study. We used Egalitarian liberalism and justice in education (ELJE) theory as analytical framework. Key findings demonstrate that participants were conscious of the challenges faced by their community and collectively brainstormed practical redress measures. These measures include but are not limited to setting up an entrepreneurship education program, vocational and skilling programs, and promotion of Rutwa language. Besides, some specific Batwa life skills identified by participants are briefly described as imperative for integration in the schooling system to achieve the decolonization mission.