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Learning Wagogo (Nindo) Music: Pathway Through World Music Pedagogy
Assessing the knowledge, perceptions, and mental health impact of COVID-19 among students in Rwanda
Sustainability of Africa through technological innovations and indigenous knowledge systems: a discussion of key factors and way forward
Sustainability of Africa through technological innovations and indigenous knowledge systems: a discussion of key factors and way forward
by Muwanga-Zake, Johnnie Wycliffe Frank
Keep ReadingLearning Wagogo (Nindo) Music: Pathway Through World Music Pedagogy
by Mapana, Kedmon
In East Africa, Tanzania’s musical expressions are rich and varied, and typically a combination of music and dance. A description of Nindo, a multipart vocal music form of the central Tanzanian Wagogo community, is provided, and a tribute is offered to the legacy of an important village artist, Mchoya, of the musical form that is begin continued by his progeny. A learning pathway, following the dimensions of World Music Pedagogy, is outlined for experiencing Nindo, and resources and references are recommended for teachers to facilitate listening, viewing, singing and dancing, and developing intercultural understanding. © National Association for Music Education 2023.
Assessing the knowledge, perceptions, and mental health impact of COVID-19 among students in Rwanda
by Obaje, HI
Purpose This paper aims to assess the knowledge, perceptions and mental health impact of COVID-19 among students in Rwanda. Design/methodology/approach This paper is a cross-sectional online survey questionnaire. Findings The mean knowledge score among the 375 respondents was 75.14% (SD +/- 19.1), with 195 (55.1%) of the respondents scoring below 80%. Students who believed that COVID-19 education was sufficient were more likely to have lower knowledge levels (OR = 1.84, 95% CI = 1.15; 2.94). While most respondents were aware of their vulnerability to the virus, they did not see themselves at risk of becoming infected. The percentage of respondents reported to have some form of mental health issues was 49.7%. The three most important factors in influencing mental health were age, history of mental health issues, and the way news was reported. Education quality was less affected for those who received online schooling (OR = 0.55, 95% CI = 0.33, 0.94). Practical implications Education about COVID-19 should be strengthened by capitalizing on existing online and offline learning platforms to frequently update new or changing information. Originality/value This paper was the first study assessing the knowledge, perception and mental health impact of COVID-19 among Rwanda students.
Sustainability of Africa through technological innovations and indigenous knowledge systems: a discussion of key factors and way forward
by Muwanga-Zake, Johnnie Wycliffe Frank
Contemporary African development is imposed through globally (internationally) benchmarked educational, technological and economic systems principally steered by the Industrial Revolutions (IR). IR prepares Africans to predominantly serve sustainability of foreign economic and therefore educational interests. Africa is thus academically detached from the local developmental challenges, this leading to the current psyche of negative narratives about Africa as a third world continent of charity deficient of own knowledge systems. It is argued that Africa’s ability to develop sustainably is linked with its ability to secure its environment whilst adding value to its resources and this will be enhanced by the adoption and inclusion of African values including some of its philosophical fundamentals such as Obuntubulamu (Ubuntu). A hybrid of Obuntubulamu as a philosophical fundamental among Bantu in Africa and the contemporary global development models could be an alternative pathway to salvaging African development. This follows on the observation that valid African discourses and paradigms such as Obuntubulamu enhance the research capacity and knowledge to develop Bantu communities as well as their Indigenous Knowledge Systems (IKS) (Muwanga-Zake, 2017). In trying to bridge the gap between IKS and international development models, the authors use a perspective lens to propose frameworks that are appropriate to capture IKS and technological epistemic knowledge practices and provide highlights on the perceived paradoxes. The authors simultaneously discuss how these can be managed to improve sustainable development in African societies. The proposed paradigm deliberately shifts participation towards Higher Education Institutions (HEI). © National Association of Social Workers-Zimbabwe/Author(s)
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