Journal of Language, Literature, and Educational Research

an Open Access Journal

Where Culturally Responsive Pedagogy Meets Fieldwork: Engaging Luganda Learners Through Socio-Cultural Expressions

David Kabugo
Makerere University ROR
Uganda
david.kabugo@mak.ac.ug
Share

  • Purpose of the study: This study examined whether simple fieldwork data-collection tools could improve Senior Six students’ engagement when learning socio-cultural expressions in Luganda.

    Methodology: A five-week pilot cluster experiment was conducted in three rural Ugandan advanced-level schools. Six intact Luganda classes were assigned by stream to a fieldwork-tool condition or a comparison condition. Data came from an engagement scale, classroom observations, project scores, journals, teacher logs, and student interviews.

    Main Findings: Students who used interview guides, proverb logs, observation forms, reflective journals, and presentation planners showed stronger engagement than students taught mainly through teacher explanation, board notes, and textbook discussion. The largest gains were seen in participation, task completion, project talk, and the ability to connect classroom texts with community meanings.

    Novelty/Originality of this study: The study shows how low-cost, relationship-centred fieldwork routines can turn Luganda socio-cultural content from memorised knowledge into inquiry. It contributes a practical model for using community knowledge ethically in local-language classrooms without relying on expensive technology.

  • How to cite

    Where Culturally Responsive Pedagogy Meets Fieldwork: Engaging Luganda Learners Through Socio-Cultural Expressions. (2026). Journal of Language, Literature, and Educational Research, 3(1), 34-40. https://doi.org/10.37251/jolle.v3i1.3023

    More Citation Formats

  • 56
    Abstract views
    17
    Downloads

    Metrics — Badges

    1. National Curriculum Development Centre, "Local Languages Framework: Advanced Secondary Curriculum," Kampala, Uganda: NCDC, 2025. [Online]. Available: https://ncdc.go.ug/wp-content/uploads/2025/03/Local-Languages-Framework.pdf
    2. G. Gay, Culturally Responsive Teaching: Theory, Research, and Practice, 3rd ed. New York, NY, USA: Teachers College Press, 2018.
    3. B. Yoon, "Research synthesis on culturally and linguistically responsive teaching for multilingual learners," Educ. Sci., vol. 13, no. 6, Art. no. 557, 2023, doi: 10.3390/educsci13060557. DOI: https://doi.org/10.3390/educsci13060557
    4. K. Cooper Stein, C. Mauldin, J. E. Marciano, and T. Kintz, "Culturally responsive-sustaining education and student engagement: A call to integrate two fields for educational change," J. Educ. Change, vol. 26, pp. 29-55, 2025, doi: 10.1007/s10833-024-09510-3. DOI: https://doi.org/10.1007/s10833-024-09510-3
    5. M. A. Anlimachie, "Decolonising education in Africa through culturally responsive pedagogy: A Ghanaian rural local government district's case," Int. J. Educ. Dev., vol. 120, Art. no. 103477, 2026, doi: 10.1016/j.ijedudev.2025.103477. DOI: https://doi.org/10.1016/j.ijedudev.2025.103477
    6. E. A. Bonney, E. F. Akosah, J. E. Tawiah-Mensah, A. A. Tetteh, and G. Y. Kafu, "Culturally responsive pedagogy: Leveraging ethno-cultural approaches to enhance mathematics and science teaching in Ghana's early childhood development programs," Early Childhood Educ. J., 2026, doi: 10.1007/s10643-025-02089-1. DOI: https://doi.org/10.1007/s10643-025-02089-1
    7. I. T. Akinsola, "Resource-person-mediated instruction and secondary students' learning outcomes in Yorùbá orature: A culturally responsive education," Educ. Sci., vol. 15, no. 6, Art. no. 661, 2025, doi: 10.3390/educsci15060661. DOI: https://doi.org/10.3390/educsci15060661
    8. A. Singh-Pillay and A. Madlala, "Legitimising Indigenous knowledge systems as a pathway to sustainable development," Discover Educ., vol. 5, Art. no. 87, 2026, doi: 10.1007/s44217-025-01062-9. DOI: https://doi.org/10.1007/s44217-025-01062-9
    9. P. O. Oladipupo, A. R. Olawale-Jimoh, A. A. Orioye, and F. O. Giwa, "Indigenous practices and their influence on senior secondary biology students' academic performance and self-concept," Discover Educ., vol. 4, Art. no. 248, 2025, doi: 10.1007/s44217-025-00698-x. DOI: https://doi.org/10.1007/s44217-025-00698-x
    10. U. Ugwuoke, A. Tetteh, P. Okebukola, et al., "Enhancing ICT retention through indigenous pedagogy," Discover Educ., vol. 4, Art. no. 512, 2025, doi: 10.1007/s44217-025-00962-0. DOI: https://doi.org/10.1007/s44217-025-00962-0
    11. C. Chimwayange, "Promoting student engagement using project based learning as service-based skills development," Int. J. Technol. Des. Educ., vol. 35, pp. 1429-1446, 2025, doi: 10.1007/s10798-024-09947-w. DOI: https://doi.org/10.1007/s10798-024-09947-w
    12. J. Zhong, L. Ismail, and Y. Lin, "Investigating EFL students' engagement in project-based speaking activities: From a multi-dimensional perspective," Front. Psychol., vol. 16, Art. no. 1598513, 2025, doi: 10.3389/fpsyg.2025.1598513. DOI: https://doi.org/10.3389/fpsyg.2025.1598513
    13. M. B. Mulumba, "Language teachers' pedagogical content knowledge-base in a competency-based context: A case of Luganda in lower secondary schools in Uganda," Front. Educ., vol. 11, Art. no. 1777505, 2026, doi: 10.3389/feduc.2026.1777505. DOI: https://doi.org/10.3389/feduc.2026.1777505
    14. L. Namatende-Sakwa, F. Kiambati, J. Luyima, K. Busingye, J. Isingoma, M. Anguyo, and A. Kakooza, "From a knowledge-based to a competence-based curriculum: Insights into opportunities and threats to implementation in Uganda," J. Curriculum Dev., Eval., Educ., vol. 1, no. 2, pp. 90-106, 2025, doi: 10.64948/jcdee.v1.i2.2025.111. DOI: https://doi.org/10.64948/JCDEE.v1.i2.2025.111
    15. J. N. Persaud, K. Wannamaker, K. Stark, C. Lambert, C. Harrison, N. Keller, et al., "Decolonizing education: Advancing Indigenous student success through culturally responsive practices in Ontario," AlterNative: An Int. J. Indigenous Peoples, vol. 21, no. 2, 2025, doi: 10.1177/11771801251340657. DOI: https://doi.org/10.1177/11771801251340657
    16. D. Quilaqueo and H. Torres, "School contextualization with indigenous group's socio-educational methods and pedagogies," Front. Educ., vol. 9, Art. no. 1425464, 2024, doi: 10.3389/feduc.2024.1425464. DOI: https://doi.org/10.3389/feduc.2024.1425464
    17. D. Luecke, "A culturally relevant, imbued, and sustaining pedagogy framework for culturally connected math curriculum," Front. Educ., vol. 9, Art. no. 1502449, 2025, doi: 10.3389/feduc.2024.1502449. DOI: https://doi.org/10.3389/feduc.2024.1502449
    18. J. Hays, E. Dounias, V. Ninkova, and The Research & Advocacy Group for Hunter Gatherer Education, "Sustainable education should include Indigenous knowledge," Nat. Hum. Behav., vol. 9, pp. 2415-2417, 2025, doi: 10.1038/s41562-025-02288-1. DOI: https://doi.org/10.1038/s41562-025-02288-1
    19. J. Sinclair, "Exploring the effects of culturally responsive instruction on reading comprehension, language comprehension, and decoding with Bayesian multilevel models," Educ. Sci., vol. 15, no. 11, Art. no. 1560, 2025, doi: 10.3390/educsci15111560. DOI: https://doi.org/10.3390/educsci15111560
    20. A. Mahadew, "Culturally responsive teaching in early childhood care and education: Participatory action learning and action research in South Africa," Int. J. Inclusive Educ., 2025, doi: 10.1080/13603116.2025.2576628. DOI: https://doi.org/10.1080/13603116.2025.2576628
    21. N. Kufarimani and L. Chitanana, "Primary educators' perceptions of adopting indigenous-themed digital games: Insights across career stages," Discover Educ., vol. 4, Art. no. 375, 2025, doi: 10.1007/s44217-025-00792-0. DOI: https://doi.org/10.1007/s44217-025-00792-0
    22. U. A. Adam, M. A. Ayanwale, S. N. Lameed, T. Owolabi, F. U. Onowugbeda, A. I. Oladejo, and M. A. Adebowale, "Bridging culture and science: Culturo-Techno-Contextual approach in culturally relevant biology pedagogy," J. Educ. Res., vol. 118, no. 2, pp. 100-115, 2025, doi: 10.1080/00220671.2024.2446898. DOI: https://doi.org/10.1080/00220671.2024.2446898
    23. G. Ladson-Billings, "Toward a theory of culturally relevant pedagogy," Am. Educ. Res. J., vol. 32, no. 3, pp. 465-491, 1995, doi: 10.3102/00028312032003465. DOI: https://doi.org/10.3102/00028312032003465
    24. M. B. Nsimbi, Olulimi Oluganda. London, U.K.: Longmans, 1962.
    25. J. C. Ssekamwa, Ebisoko n'engero: Ez'amakulu amakusike, 2nd ed. Kampala, Uganda: Fountain Publishers, 1995.
    26. M. B. Nsimbi, Amagezi g'Abaganda. School-held Luganda cultural resource used in participating classrooms, n.d.
    27. Olulimi Oluganda n'Ennono Zaalwo. School-circulated Luganda teaching booklet used in participating classrooms, n.d.
    28. J. A. Fredricks, P. C. Blumenfeld, and A. H. Paris, "School engagement: Potential of the concept, state of the evidence," Rev. Educ. Res., vol. 74, no. 1, pp. 59-109, 2004, doi: 10.3102/00346543074001059. DOI: https://doi.org/10.3102/00346543074001059
    29. J. Reeve and C. M. Tseng, "Agency as a fourth aspect of students' engagement during learning activities," Contemp. Educ. Psychol., vol. 36, no. 4, pp. 257-267, 2011, doi: 10.1016/j.cedpsych.2011.05.002. DOI: https://doi.org/10.1016/j.cedpsych.2011.05.002
    30. L. V. Hedges, "Distribution theory for Glass's estimator of effect size and related estimators," J. Educ. Stat., vol. 6, no. 2, pp. 107-128, 1981, doi: 10.3102/10769986006002107. DOI: https://doi.org/10.3102/10769986006002107
    31. V. Braun and V. Clarke, "Can I use TA? Should I use TA? Should I not use TA? Comparing reflexive thematic analysis and other pattern-based qualitative analytic approaches," Couns. Psychother. Res., vol. 21, no. 1, pp. 37-47, 2021, doi: 10.1002/capr.12360. DOI: https://doi.org/10.1002/capr.12360