The politics of mother tongue education: The case of Uganda

Medadi Erisa Ssentanda, Kate Huddlestone, Frenette Southwood


This paper aims to explain the trend of mother tongue (MT) education in Uganda by examining particularly government’s practices towards MT education. MT education was (re)introduced in Uganda in 2006/2007 due to disappointing literacy acquisition by learners with the hope of improving literacy skills among particularly rural children. Based on data gathered from rural government and private schools in rural areas, this paper questions what exactly it is that government seeks to reclaim, restore and/or rejuvenate in Uganda’s education system via MT education.


politics, mother tongue education, multilingualism, thematic curriculum, Uganda

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ISSN 2224-0012 (online); ISSN 0259-2312 (print)

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