Project MUSE®: Eastern Africa Social Science Research Review - Latest Articles
https://muse.jhu.edu/journal/51
Project MUSE®: Latest articles in Eastern Africa Social Science Research Review.daily12026-05-15T00:00:00-05:00text/htmlen-USVol. 18 (2002) through current issueLatest Articles: Eastern Africa Social Science Research ReviewTWOProject MUSE®Eastern Africa Social Science Research Review1684-41731027-1775Latest articles in Eastern Africa Social Science Research Review. Feed provided by Project MUSE®Is the Lecture Method a Lost Relic?
https://muse.jhu.edu/article/981246
<p></p>
Oxford dictionary defines a relic as "an object surviving from an earlier time, especially one of historical or sentimental interest". Relics are important tools of any memorising, but they are not the only ones (Pomian, 2019, P.12). The lecture method is like a relic. Though characterized by instructor-centered delivery of structured content, it has long been a cornerstone of formal education, particularly in higher institutions where efficiency and scale are paramount (Siddiqui, 2024). Yet in the face of global pedagogical shifts (like constructivist learning, active engagement strategies, and digital transformation), its relevance is increasingly questioned. Critics argue that traditional lectures promote
... <a href="https://muse.jhu.edu/article/981242">Read More</a>
Project MUSE®https://muse.jhu.edu/2026-05-15T00:00:00-05:00https://muse.jhu.edu/journal/51/image/coversmallIs the Lecture Method a Lost Relic?2026-01-30text/htmlen-USIs the Lecture Method a Lost Relic?2026-01-302026TWOProject MUSE®638992026-05-15T00:00:00-05:002026-01-30Lived Experiences of Primary School Teachers in Implementing Inclusive Education at Primary Schools of Sebeta Town, Oromia
https://muse.jhu.edu/article/981243
<p></p>
Inclusive education (IE) is increasingly the cornerstone of global education reform on the basis that all learners, regardless of ability, origin, or socio-economic status, have the entitlement to an equal right of access to quality education within mainstream schools. This principle is codified in international guidelines, like the Salamanca Statement (UNESCO, 1994), the UN Convention on the Rights of Persons with Disabilities (UNCRPD, 2006), and Sustainable Development Goal 4 (SDG 4), which aims for "inclusive and equitable quality education and lifelong learning opportunities for all" by 2030. These guidelines facilitate more than physical access; they facilitate inclusive, meaningful engagement and achievement
... <a href="https://muse.jhu.edu/article/981242">Read More</a>
Project MUSE®https://muse.jhu.edu/2026-05-15T00:00:00-05:00https://muse.jhu.edu/journal/51/image/coversmallLived Experiences of Primary School Teachers in Implementing Inclusive Education at Primary Schools of Sebeta Town, Oromia2026-01-30text/htmlen-USLived Experiences of Primary School Teachers in Implementing Inclusive Education at Primary Schools of Sebeta Town, Oromia2026-01-302026TWOProject MUSE®1153122026-05-15T00:00:00-05:002026-01-30Disparity Between Performance of Teacher Trainees Exposed to Competency Based (CBC) Curriculum and Knowledge Based Curriculum During Teaching Practice in Kenya
https://muse.jhu.edu/article/981245
<p></p>
Disparity between performance of teacher trainees taken through the competency-based curriculum and knowledge based curriculum is of great interest to teacher trainers due to subsequent impact on teaching effectiveness. The two models focus on and emphasize different aspects of teaching. For example, the competency –based training model emphasize practical skills, application and mastery of learning tasks. The knowledge based model on the other hand focus on theoretical understanding, mastery of content and cognitive development (Henderson & Kesson, 2004). Inferably, the teacher trainers want to understand which model is better at preparing teachers for classroom realities and beyond (Weggins & Mc Tighe, 1998). The
... <a href="https://muse.jhu.edu/article/981242">Read More</a>
Project MUSE®https://muse.jhu.edu/2026-05-15T00:00:00-05:00https://muse.jhu.edu/journal/51/image/coversmallDisparity Between Performance of Teacher Trainees Exposed to Competency Based (CBC) Curriculum and Knowledge Based Curriculum During Teaching Practice in Kenya2026-01-30text/htmlen-USDisparity Between Performance of Teacher Trainees Exposed to Competency Based (CBC) Curriculum and Knowledge Based Curriculum During Teaching Practice in Kenya2026-01-302026TWOProject MUSE®708972026-05-15T00:00:00-05:002026-01-30The Intersection of Medical Ethics and Human Rights
https://muse.jhu.edu/article/981244
<p></p>
Medical science has advanced tremendously, by the virtue of which, it is now possible to prolong life and postpone death under artificially planned circumstances. However, these advancements have also led some terminally ill patients with minimal prospects of recovery to seek medically assisted dying as a means to exercise control over their end-of-life decisions. Assisted dying encompasses variety of situations and categories. Globally, the courts have been interpreting them differently vis-à-vis allowing assisted dying under the scheme of the Constitution and the relevant laws. The discourse on euthanasia has been shifted from political to legal field. The legal prohibition of euthanasia has been contested in
... <a href="https://muse.jhu.edu/article/981242">Read More</a>
Project MUSE®https://muse.jhu.edu/2026-05-15T00:00:00-05:00https://muse.jhu.edu/journal/51/image/coversmallThe Intersection of Medical Ethics and Human Rights2026-01-30text/htmlen-USThe Intersection of Medical Ethics and Human Rights2026-01-302026TWOProject MUSE®405392026-05-15T00:00:00-05:002026-01-30Integrating the Common-Pool Resource Management Approach in Rural Artisanal Gold Mines of Eastern Uganda In Pursuit of Socio-Economic Justice
https://muse.jhu.edu/article/981242
<p></p>
In Uganda, gold symbolises wealth, beauty and preciousness. The presence of gold motivates people to work hard in the hope of improving their well-being. This chapter presents the paradox of the gold mining business in the eastern Ugandan districts of Bugiri, Busia, Kaabongo, Mayuge and Namayingo. These districts are well known for gold mining and are also the poorest in the country. Field research was carried out in the district of Namayingo. As the focus of this paper is economic justice, technical geological details of gold extraction and processing are omitted. This chapter is based on research, incorporating field data, literature and the issues discussed at the Economic Justice Institute: Climate Change
... <a href="https://muse.jhu.edu/article/981242">Read More</a>
Project MUSE®https://muse.jhu.edu/2026-05-15T00:00:00-05:00https://muse.jhu.edu/journal/51/image/coversmallIntegrating the Common-Pool Resource Management Approach in Rural Artisanal Gold Mines of Eastern Uganda In Pursuit of Socio-Economic Justice2026-01-30text/htmlen-USIntegrating the Common-Pool Resource Management Approach in Rural Artisanal Gold Mines of Eastern Uganda In Pursuit of Socio-Economic Justice2026-01-302026TWOProject MUSE®781562026-05-15T00:00:00-05:002026-01-30