Democratic Education Only for Some: Secondary Schooling in Northern Uganda

Philip P. Kelly, Stephen Odama



This article analyzes the effects of the political, social and cultural contexts of secondary education in northern Uganda. Specifically, the authors examine interactions between several factors with the schooling system, including

  • post-colonial curriculum,
  • centralized examination system,
  • several decades of war and instability,
  • poverty, and
  • intra-national and inter-tribal prejudice and discrimination.

Informing the analysis is the fact that Uganda is a democracy and thus has certain democratic responsibilities to its children and students. To explore these issues, the lenses of democratic theory and critical theory are employed.

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Copyright (c) 2011 Philip P. Kelly, Stephen Odama

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This work is licensed under a Creative Commons Attribution 4.0 International License.

International Journal of Education ISSN 1948-5476


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