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The Bishop Stuart University Institutional Research Repository (BSUIR), managed by the University Library provides digital access to the scholarly, research and creative works of Bishop Stuart University. The collection includes Theses, peer reviewed journal articles, books, conference proceedings, technical reports and more. The repository aims to boost collaboration, innovation, and discoverability of research globally to improve lives.

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The African Human Rights Perspectives Through the Lense of Oral Narratives
(East African Journal of Arts and Social Sciences, 2025) Ezekiel Besigye; Joan Kyarimpa Ndamira
Human rights existed in African tradition for societal order and for community responsibility of success and failures. People enjoyed freedom and preserved freedom according to community beliefs and customs. Advocacy was expressed through singing, drama, storytelling and assignment of roles based on age gender and ability. This paper unfolds human rights advocacy oral narratives. Hausa dated as far as BC 14th or 15th Century Arabic writing with the first poets Ibn al- Sabbagh and Muhammadual- Barnawi, other writers of the time were Abdullahi Sikka and Shekh Jibril ibn Umar. The first novels written in Hausa were the result of a competition launched in 1933 by the Translation Bureau in northern Nigeria. One year later the bureau published Muhammadu Bello’s Gandoki, in which its hero, Gandoki, struggles against the British colonial regime. Bello does in Gandoki what many writers were doing in other parts of Africa during this period: he experiments with form and content. His novel blends the Hausa oral tradition and the novel, resulting in a story patterned on the heroic cycle; it also introduces a strong thread of Islamic history. Didactic elements, however, were awkwardly interposed and severely dilute Gandoki’s aesthetic content (as often happened in other similarly experimental African novels). But Bello’s efforts would eventually give rise to a more sophisticated tradition of novel writing in Hausa. His experimentation found its most successful expression in Amos Tutola’s English-language novel The Palm-Wine Drunkard (1952). The Oral narratives understudy Include: Falsehood is More Profitable than Truth (translated from Hausa) One cannot Help an Unlucky Man (translated from Hausa) Wacici and her Friends (translated from Kikuyu). The selected oral narratives experiences displayed injustice of belief in telling lies and trickery, jealousy against the natural beauty and the bad lack aspect due to ignorance and inability to make right judgment for personal benefit. The study was aimed at unfolding antisocial behaviour that existed in in Africa as portrayed in the selected oral narratives. The expression of reaction and action taken to bring social order were represented in the Hausa selected narratives. The study used qualitative method and textual analysis to arrive at the injustice and measures used to condemn injustice as a means to preserve social order.
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Representations of Female Characters’ Resilience in Selected Plays by John Ruganda
(Bishop Stuart University, 2025-09-12) Besigye Ezekiel
This research investigates the theme of resilience as portrayed by female characters in selected plays by John Ruganda. It focuses on four plays: The Burdens (1972); Black Mamba (1973); The Floods (1980); and Echoes of Silence (1986). The study focuses on the prowess of female characters that feature in the selected plays by John Ruganda. It pursues two objectives: To explore the language and style Ruganda uses to portray the resilience of female characters in the selected plays; and to assess the relevance of John Ruganda’s plays to the contemporary society. The study seeks to answer two research questions: How is style (symbolism, characterisation and setting) used to express resilience of female characters in the selected texts? and What is the relevancy of John Ruganda’s plays to the contemporary society? Data was obtained through close reading, especially of the selected plays by John Ruganda and analysed using post-colonial theory and feminist theory to examine the representations of resilience of female characters in selected plays. The study found out that Ruganda’s portrayal of female characters’ resilience in the plays is influenced by socio-political forces and they are depicted as subordinate to men. While male characters seem to lose the battle as female characters skilfully destroy the men’s schemes, we still do not see women emerge conspicuously triumphant, and where they do, they are leaning to the same man or some other male character. Ruganda uses flashback, allusion; dramatic irony; play- within-a-play; symbolism and foreshadowing to show that female characters are expected to be subservient to their male counterparts, and where this expectation is not met, it usually leads to disastrous consequences. The study recommends, among other things, that John Ruganda’s plays be popularised in school by creating opportunities and avenues for students to act them out regularly; Ruganda’s plays be acted out into videos to reach even those who are unable to read proficiently; that female playwrights be encouraged to write parody plays exploring themes tackled by John Ruganda in his various plays so as to give the feminists’ perspective of female characters’ resilience as a way of responding to the gender concerns raised by Ruganda in his plays. Areas for further research are suggested in the topics such as Depictions of Human rights violation in selected plays by John Ruganda. There should also be a study on the fate of the Ugandan theatre in the digital world centred on Artificial Intelligence.
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The African Human Rights Perspectives Through the Lense of Oral Narratives
(East African Journal of Arts and Social Sciences, 2025-09-02) Ezekiel Besigye; Joan Kyarimpa Ndamira
Human rights existed in African tradition for societal order and for community responsibility of success and failures. People enjoyed freedom and preserved freedom according to community beliefs and customs. Advocacy was expressed through singing, drama, storytelling and assignment of roles based on age gender and ability. This paper unfolds human rights advocacy oral narratives. Hausa dated as far as BC 14th or 15th Century Arabic writing with the first poets Ibn al- Sabbagh and Muhammadual- Barnawi, other writers of the time were Abdullahi Sikka and Shekh Jibril ibn Umar. The first novels written in Hausa were the result of a competition launched in 1933 by the Translation Bureau in northern Nigeria. One year later the bureau published Muhammadu Bello’s Gandoki, in which its hero, Gandoki, struggles against the British colonial regime. Bello does in Gandoki what many writers were doing in other parts of Africa during this period: he experiments with form and content. His novel blends the Hausa oral tradition and the novel, resulting in a story patterned on the heroic cycle; it also introduces a strong thread of Islamic history. Didactic elements, however, were awkwardly interposed and severely dilute Gandoki’s aesthetic content (as often happened in other similarly experimental African novels). But Bello’s efforts would eventually give rise to a more sophisticated tradition of novel writing in Hausa. His experimentation found its most successful expression in Amos Tutola’s English-language novel The Palm-Wine Drunkard (1952). The Oral narratives understudy Include: Falsehood is More Profitable than Truth (translated from Hausa) One cannot Help an Unlucky Man (translated from Hausa) Wacici and her Friends (translated from Kikuyu). The selected oral narratives experiences displayed injustice of belief in telling lies and trickery, jealousy against the natural beauty and the bad lack aspect due to ignorance and inability to make right judgment for personal benefit. The study was aimed at unfolding antisocial behaviour that existed in in Africa as portrayed in the selected oral narratives. The expression of reaction and action taken to bring social order were represented in the Hausa selected narratives. The study used qualitative method and textual analysis to arrive at the injustice and measures used to condemn injustice as a means to preserve social order.
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Teachers’ Use of Managerial Skills and Learners’ Lesson Engagement In Government-Aided Secondary Schools of Buhweju District
(Bishop Stuart University, 2025-04-16) Asiimwe Moses Bakyene
The study was about teachers’ use of managerial skills and Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District. The purpose of the study was to establish the relationship between teachers’ use of managerial skills and Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District. Objectives of the study were to assess the level of teachers’ use of managerial skills in Government-aided secondary schools of Buhweju District, to determine the quality of methods of Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District and to establish the relationship between teachers’ use of managerial skills and Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District. The study adopted a correlational research design. The study population included District inspector of schools, District Education Officer, headteachers and teachers. A sample size was 176. The study employed interviews and observations as research methods. The researcher developed the interview guide and observation check lists as the data collection instruments. Qualitative data was analyzed thematically by organizing, interpreting, and drawing conclusions while Quantitative data from the observations was analyzed using descriptive statistics. Statistical Package for Social Sciences (SPSS) version 20.0 was used to analyze the quantitative data. The study findings showed a moderate positive statistically significant relationship between teachers’ use of managerial skills and Learners’ Lesson engagement (r =0.512**, p = 0.000). It was concluded that there is a significant relationship between teachers’ use of managerial skills and Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District. The study recommended that the District Education Officer, District Inspector of Schools and headteachers should organize workshops and training sessions, implement mechanisms to monitor and evaluate the effectiveness of teachers and establish mentorship programs to improve teachers’ managerial skills. Teachers should attend to continuous professional development courses, collaborate with administrators to develop a comprehensive policy outlining acceptable quality of methods of Learners’ Lesson engagement.
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The Relationship Between Teachers’ Use of Managerial Skills and Class Control in Secondary Schools of Buhweju District
(International Journal of Scientific Research and Engineering Development, 2024-07) Asiimwe Moses Bakyene; Basil Tibanyendera; Barigye Enoch
The study was about teachers’ use of managerial skills and class control in secondary schools in Buhweju District. The study adopted a correlational research design. The study population included the District Inspector of Schools, District Education Officer, headteachers, and teachers. The sample size was 176. The study employed interviews and observations as research methods. The researcher developed the interview guide and observation checklists as data collection instruments. Qualitative data was analyzed thematically by organizing, interpreting, and drawing conclusions, while quantitative data from the observations was analyzed using descriptive statistics. The Statistical Package for Social Sciences (SPSS) version 20.0 was used to analyze the quantitative data. The study findings showed a moderate positive statistically significant relationship between teachers’ use of managerial skills and class control (r = 0.512**, p = 0.000). It was concluded that there is a significant relationship between teachers’ use of managerial skills and class control in secondary schools in Buhweju District. The study recommended that the District Education Officer, District Inspector of Schools, and headteachers organize workshops and training sessions, implement mechanisms to monitor and evaluate the effectiveness of teachers, and establish mentorship programs to improve teachers’ managerial skills. Teachers should attend continuous professional development courses and collaborate with administrators to develop a comprehensive policy outlining acceptable methods of class control.