the Humanist view

Pardon me, I do not remember exactly in which class or grade, I was taught about Rhineland, while in school in my homeland, Uganda. I just know we were taught about Rhineland.

In retrospect, I ask:

Why were we, Ugandan children, taught about RhineLand?

And not so much about relevant African indigenous knowledge?

Even when it is done, schools in Uganda teach African indigenous knowledge, it is done through an outsider’s lens; more specifically, of the enslaver, of the colonizer.

We do not get to learn, for example, about how our African traditions influence modern day governance systems.

“Ujamaa (familyhood), case in point, is a socialist design for development based on the traditional extended African family (National Geographic, April 1975).”

The design of Ujamaa is credited to the first president of the Republic of Tanzania, Nyerere, now rested.

Think how so far away from Ujamaa we, African nation-states and African people, have drifted.

And yet, however, by the way, might it be valid to believe there is a resurgence of elements of Ujamaa in other parts of the world?

I am thinking specifically of democratic socialism in the United States – the Zoran Mamdani effect.

The concern for all within one’s community – “a cooperative society based on traditional “familyhood” values”. Where leaders lead their communities to self-reliance; and with more equitable public services provision.

Which begs the question: Why did Ujamaa not catch on as the first choice governance model for our African nation-states? These are the questions I would like prioritized taught and debated in our schools.

It is the only way, I think that we may stop functioning as zombies, without civic agency. I mean, just analyze the recently concluded lower local council elections, particularly so, the village council elections.

I am certain, the village councils elections should give us all Ugandans pause. Is this what we really want?

What is the extent to which LC1 – Village elections have ripped up familyhood? These are the questions I would like prioritize taught in our Ugandan schools.

How is it okay for us that our fate is in the hands of people, leaders, who were taught about Rhineland, and are considered the more educated?

Are these people who know little about our African heritage the ones we should consider the more educated? Really?