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This article analyzes the effects of the political, social and cultural contexts of secondary education in northern Uganda. Specifically, the authors examine interactions between several factors with the schooling system, including

  • post-colonial curriculum,
  • centralized examination system,
  • several decades of war and instability,
  • poverty, and
  • intra-national and inter-tribal prejudice and discrimination.

Informing the analysis is the fact that Uganda is a democracy and thus has certain democratic responsibilities to its children and students. To explore these issues, the lenses of democratic theory and critical theory are employed.

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This document was originally published by Macrothink Institute, Inc. in International Journal of Education. This work is provided under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 license. Details regarding the use of this work can be found at: