Institute of Languages (INSTL)

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http://hdl.handle.net/20.500.12493/10

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Browsing Institute of Languages (INSTL) by Author "Johnson, Ocan"

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    African Childhood “Reawakened”: Using Cultural Studies Theory in Understanding the Use of Symbolism in Camara Laye’s The African Child.
    (East African Journal of Traditions, Culture and Religion, 2021) Johnson, Ocan; Lillian, Tindyebwa
    This paper reports the findings of a pragmatic study that uses follow-up interviews as a method to investigate how participants read the language in the novel by a renowned African novelist Camara Laye. The study builds on antecedent work that has identified patterns of language presentation as techniques of characterisation in the novel “The African Child”. The article offers a spotlight on the critical use of symbolism in the novel ‘The African child’ (Laye, 1953). This article is set in a research context that brings together surveillance from cultural studies theory on the use of symbols in the novel. The results show that symbols are read significantly faster than the overall clusters which are stored as units in the brain. This pronouncement is complemented by the results of the follow-up questions which indicate that readers do not seem to refer to symbols when talking about character information, although they are able to refer to symbols when prompts are used to elicit information. Beyond the specific results of the study, this article makes a contribution to the development of complementary methods in children’s literature from Africa and it points to directions for further sub-classifications of the use of symbolism in children’s literature that could not be achieved on the basis of this data alone.
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    Analysis of Stakeholders Involvement in the Implementation of the M.A. Literature Curriculum at Kabale University Using E-Learning Approach
    (East African Journal of Education Studies, 2021) Johnson, Ocan; Constance, Tukwasibwe; Chrisostom, Oketch
    The purpose of the study was to report on an empirical study of the involvement of stakeholders in the implementation of the MA Literature Curriculum at Kabale University using e-Learning approach. The study used a mixed method approach of both qualitative and quantitative techniques. In this study, curriculum stakeholders were found to significantly influence curriculum development, hence collaboration with these stakeholders through feedback, critique and advice can only serve to meld the content and method of delivery of the curriculum. This study extends the application of a modified curriculum development process model based on ADDIE (analysis, design, development implementation and evaluation). It recognizes the different stakeholders and their input for curriculum innovation. Therefore, identifying, understanding and managing stakeholders’ involvement in curriculum implementation is a key driver in the curriculum development. This paper is not concerned with comparing and exploring possible techniques of identifying university stakeholders with the aim of choosing the most suitable one, but it is intended to clarify on the categorization of the internal and external stakeholders.
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    Depictions Of Environmental Destruction By British Colonizers In Ole Kulets “The Hunter” and “Vanishing Herds”
    (American Research Journal of Humanities & Social Science (ARJHSS), 2022) Johnson, Ocan; Francis Akena, Adyanga
    This article examines the ecological legacy of 70 years of British colonial rule in Kenya and to identify some of the ecological challenges faced by the post-colonial Kenyan state, which are reflected in the rapid depletion of the country's forest cover, the alarming loss of the country's wildlife heritage, accentuated by the threat of poaching and human-wildlife conflict. Central to the ecological challenges facing the country is the colonial dispossession of land owned by indigenous communities, effectively distorting and alienating the communities from their indigenous ecological ethics (IEE). Therefore, consistent with our analysis, we conclude that while the country grapples with the thorny issue of environmental degradation, sound ecological policies must be put in place that recognize the validity of indigenous ecological ethics, which have been debased under British colonialism. In the article, the study examines the depiction of characters and characterizations in relation to ecology using the renown post-colonial African literature novels ‘Vanishing Herds’ and ‘The Hunter’.
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    Depictions of Human Trafficking and Exploitation in Contemporary Africa Using Akachi Adimora Ezeigbo’s Trafficked and Apio Eunice Otuku’s Zura Maids
    (East African Journal of Arts and Social Sciences, 2022) Johnson, Ocan; Denis, Sekiwu; Charles Nelson, Okumu
    In 2020, the government of Uganda reported investigating 214 incidents of human trafficking involving 154 suspects; of these incidents, 118 were internal, 93 transnationals, and three unknowns. This was a decrease compared with investigating 252 incidents (19 internal and 222 transnational) in 2019. This article examines how human trafficking and exploitation impacts on young girls from developing countries using Akachi Dimora Ezeig’s novel; ‘Trafficked’ and Apio Eunice Otuku’s ‘Zura Maids’. Using content analysis, the study engages critical discourse of postcolonial tenets understand the creation of inferiority complex, identity crisis, and cultural erosion among the colonized. As a result of social justice principle of “otherness”, which is a binary opposition between “I/We” and “Them”, the study packages the problem neatly, but offers few solutions for Africa, whilst condemning human trafficking and exploitation as a heinous act on humanity.
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    Sociology of the COVID-19 Lockdown: Critical Analysis of Its Effects on Private School Teacher Wellbeing
    (IGI Global, 2022) Denis, Sekiwu; Johnson, Ocan
    Much of the research on COVID-19 is gleaned on epidemiological, virological, and medical outcomes of the global pandemic. In education, research focus is skewed towards how school closure affected the psychological disposition of learners, ignoring debate on COVID-19 effects on teachers’ social and economic wellbeing. Mandatory school closure influenced private school owners to halt teachers’ payment on the pretext that schools had no revenue. In sociological and motivational theory, such a lag in earning is certainly linked to potential decline in the teacher’s social and economic wellbeing and henceforth a huge demotivator for this group. Critical analysis of private school teachers’ social and economic wellbeing during COVID-19 and the coping mechanisms are, therefore, the subject of this chapter.