Education in conflict settings is a new field of inquiry and there is a paucity of research about this topic as regards the education of children with disabilities. This qualitative study set out to gain insight into how children with disabilities are educated in the conflict setting of Uganda and how it could be improved. This study used a critical, constructivist and grounded research style to generate data. It was critical because its aims and questions focused on addressing the injustices experienced by children with disabilities. It was constructivist as both the participants and myself co-constructed knowledge. It also had some grounded theory features such as emergence and iteration in its methods and tools. For instance, it had three distinct but interrelated stages. The first stage involved an exploratory study which used online methods to gather data from 27 participants who had lived or worked in Uganda. The second stage was an experiential study in two sites in Uganda which used observation and interview methods to collect data from 35 participants. The third and final stage synthesised significant codes and memos constructed from the exploratory and experiential stages into a theory of education. There were four main findings in this study. First, it revealed the nature and extent of the challenges faced by all children living in conflict settings: forced displacement, dehumanisation, rampant poverty and weakened leadership. Second, it discovered that disabled people experienced rejection in their communities and invisibility in the provision of services such as education. Whilst these practices prevailed in non-conflict situations, they were intensified in conflict settings and were counter to the African beliefs on what it meant to be human and live in a community. Third, education in Uganda was likened to disabled people and considered 'creeping' or 'crippled' because of demotivated teachers, disengaged parents, ailing infrastructure and decreasing quality. Fourth and last, participants had visions of educational change which involved modifying it and transforming it into an education that develops conscience in children, reinforces hope and widens opportunities. This research made the following original contributions: generating original data, conceptualising Africanised interviews, and constructing a theory of Africanising education. According to my knowledge I could claim originality to this study in that by 2012, no other study had generated original data on the interfaces between education, disability and conflict in Northern Uganda using a critical, constructivist, and grounded research style. In addition, this research style led to the emergence of Africanised interviews: interviews embedded in the customs and practices of the African people. Importantly, this study led to the construction of a theory which contained critical knowledge on how Africanisation could be thought of and brought about in the setting. Africanisation was understood as the process of using African philosophies such as 'ubuntu' and communalism to transform the 'creeping' education system, reform the colonial curriculum, renew teacher professionalism, mend communities, and re-humanise the relationships between disabled and non-disabled people. Africanisation also entailed decolonising scholarship and this involved quoting African scholars and exposing their philosophies which had been marginalised by Western scholars.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-12T11:36:56Z No. of bitstreams: 1 suelidocarmooliveira.pdf: 4362606 bytes, checksum: 7fbd0014ed18ece13afe9f5624433444 (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-09-13T13:25:35Z (GMT) No. of bitstreams: 1 suelidocarmooliveira.pdf: 4362606 bytes, checksum: 7fbd0014ed18ece13afe9f5624433444 (MD5) / Made available in DSpace on 2016-09-13T13:25:35Z (GMT). No. of bitstreams: 1 suelidocarmooliveira.pdf: 4362606 bytes, checksum: 7fbd0014ed18ece13afe9f5624433444 (MD5) Previous issue date: 2011-06-29 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / As festas em homenagem a Nossa Senhora do Rosário constituíram-se como principal evento devocional organizado pelas Irmandades negras no Brasil Colonial. As Irmandades foram eixos dinamizadores de um modo peculiar de vivência católica, de um catolicismo leigo que marcou de forma indelével a formação religiosa das Minas Gerais. Nessas irmandades, em ocasião das festas de Nossa Senhora do Rosário, reis e rainhas negros eram entronizados e celebrados ao som de músicas, cânticos e bailados executados pelos “irmãos do Rosário”. Esse modo de vivência religiosa manteve-se enraizado na vida dos devotos da “Mãe do Rosário” que ainda hoje a louvam de modo singular em várias partes do Brasil. Mas, esse catolicismo africanizado vivenciado pelos congadeiros, não raras vezes, provocou tensões e disputas entre congadeiros e a hierarquia católica. Nas primeiras décadas do século XX, Dom Cabral, bispo de Belo Horizonte, decretou a supressão do Reinado em toda a diocese. Essa proibição empreendida por Dom Cabral situa-se no contexto da chamada Reforma Ultramontana, que começou a ser implementada no Brasil em meados do século XIX e atingiu a primeira metade do século XX. Buscamos mapear nessa contextura a ação dos grupos e indivíduos envolvidos nesse processo, de modo a delinear a diversidade das experiências mobilizadas e as peculiaridades da implementação das diretrizes do ultramontanismo no âmbito paroquial, em Itaúna/MG, no que tange à proibição do Reinado. Enfatizou-se as formas de inserção do Reinado na Igreja Católica no decorrer do século XX e os modos de reelaboração do catolicismo pela vivência congadeira. / The festivities in honor to Our Lady of the Rosary had constituted the main devotional event organized by black friaries in Colonial Brazil. The friaries were dynamizing axes of a peculiar way of catholic living – of a layman Catholicism that has marked the religious background of Minas Gerais indelibly. At the time of festivities, in these friaries black kings and black queens were enshrined and celebrated to the sound of music, songs and dances performed by the "brothers of the Rosary". This kind of religious experience has remained rooted in the life of the devotees of the "Mother of the Rosary" which still peculiarly praising in various parts of Brazil. However, this africanised catholicism performed by the congadeiros not rarely had caused tensions and disputes between Catholic hierarchy and congadeiros. In the first decades of the twentieth century, Dom Cabral, the Belo Horizonte´s bishop, decreed the abolition of Reinado throughout the diocese. This interdiction taken by Dom Cabral is located within the so called Ultramontane Reform, which started to being implemented in Brazil in the midnineteenth century and reached the first half of the twentieth century. In this contexture, we intend to map the action of groups and specific individuals involved in this process in order to delineate the diversity of experiences and the peculiarities involved in the implementation of Ultramontanism guidelines, specifically in the ambit of chapelry in Itaúna/MG and in what concerns to the Reinado´s prohibition. We had emphasized the ways of Reinado´s insertion in Catholic Church during the twentieth century and the ways of redrawing catholicism by the congadeiro´s experience.