Exploration of the Indigenous Knowledge and Skills Transmitted Through the Amayebe Musical Tradition among Busoga Communities
Abstract
Indigenous Knowledge (IK) is essential in every society; unfortunately, it has been globally marginalised, partly due to colonialism. Many aspects of African IK have either been lost or are on the verge of extinction due to limited documentation, yet the school system continues to sideline it, exhibiting Eurocentrism. Using a qualitative approach, this ethnographic study explored the IK embedded in the Amayebe musical tradition of the Basoga in Southeastern Uganda with the aim of critiquing and integrating its aspects into the Primary Musical Arts Teacher Education (PMTE) as an approach to decolonisation. Guided by Decolonial theory, data were collected using participant observation, interviews, and focus group discussions from five Amayebe master musicians and twenty-nine apprentices, followed by inductive thematic analysis. Results indicated that the IK transmitted through the Amayebe musical tradition transcends its performance to general knowledge for one’s meaningful living in society. It involves learning to perform the different dance roles (okusansaga, okutabula, and okukina), singing and composing, choreographing, making Amayebe instruments, as well as generic aspects like okwefumintiriza (self-reflection), which enable them to develop other skills like okwezuula (self-discovery), obumalirivu (self-determination), and okweikiririzaamu (agency). These skills are very relevant in the socio-cultural and socio-economic development. The study recommended collaboration between educators and culture bearers to research, document, and archive IK embedded in the various Indigenous traditions and later keep it alive by practising and critiquing it before integrating some of its aspects into school-based education systems like PMTE. This might eventually contribute to decentring European epistemes and centring Indigenous knowledge systems as advocated by the decolonial theory
Downloads
References
Adagale, A. S. (2015). Curriculum Development in Higher Education. International Journal of Applied Research, 1(11), 602–605.
Adeyemi, M. B., & Adeyinka, A. A. (2003). The Principles and Content of African Traditional Education. Educational Philosophy and Theory, 35(4), 425–440.
Agbaje, O. (2023). Curriculum reform in African higher education: solving society’s problems and meeting its needs. Curriculum Perspectives, 43(1), 141–149. https://doi.org/10.1007/s41297-023-00206-x
Akena, F. A. (2012). Critical Analysis of the Production of Western Knowledge and Its Implications for Indigenous Knowledge and Decolonization. Journal of Black Studies, 43(6), 599–619. https://doi.org/10.1177/0021934712440448
Akuno, E. A. (2022). I call it music. Validating diverse music expressions in the classroom in Kenya. In Buchborn, Thade [Hrsg.]; De Baets, Thomas [Hrsg.]; Brunner, Georg [Hrsg.]; Schmid, Silke [Hrsg.]: Music is what people do (pp. 159–172). Helbling. https://doi.org/10.25656/01:30473
Bennett, P. (2023). Lessons from Ubuntu for Moral Education. In D. G. Hebert (Ed.), Comparative and Decolonial Studies in Philosophy of Education (pp. 107–122). Springer Nature Singapore. https://doi.org/10.1007/978-981-99-0139-5
Coleman, P. (2021). Validity and Reliability within Qualitative Research in the Caring Sciences. International Journal of Caring Sciences, 14(3), 2041–2045.
Coppola, W. J., Hebert, D. G., & Campbell, P. S. (2021). World Music Pedagogy, Volume VII: Teaching World Music in Higher Education. In Routledge World Music Pedagogy Series (Volume VII). Routledge Taylor & Francis Group.
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (P. A. Smith, C. Robb, & M. Buchholtz (Eds.); 4th Ed). Pearson.
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (Fifth Ed). SAGE Publications, Inc.
Drinkwater, M. A. (2015). Democratizing and Decolonizing Education: A Role for the Arts and Cultural Praxis: Lessons from Primary Schools in Maasailand, Southern Kenya (P. University of Toronto.
Ekadu-Ereu, P. (2012). Preservation and promotion of indigenous music in Uganda: A challenge for tertiary education institutions. (PhD Thesis). Kenyatta University, Nairobi.
Government of Uganda [GoU]. (2013). Uganda Vision 2040. Government of Uganda.
Government of Uganda [GoU]. (2025). Report of the Education Policy Review Commission: Education for Values, Innovation, and Transformation.
Hebert, D. G. (2023). Why Comparative and Decolonial Studies in Philosophy of Education? In D. G. Hebert (Ed.), Comparative and Decolonial Studies in Philosophy of Education (pp. 1–13). Springer Nature Singapore. https://doi.org/10.1007/978-981-99-0139-5
Isabirye, J. (2012). Bigwala Music and Dance of the Basoga People. 1–37.
Isabirye, J. (2021a). Can indigenous music learning processes inform contemporary schooling? International Journal of Music Education, 39(2), 1–16. https://doi.org/10.1177/0255761421996373
Isabirye, J. (2021b). Indigenous music learning in contemporary contexts: Nurturing learner identity, agency, and passion. Research Studies in Music Education, 43(2), 239–258. https://doi.org/10.1177/1321103X20954548
Isife, E. E. (2021). African Philosophy and Innovative Trends and Advances: A Critical Inquiry. Journal of African Studies and Sustainable Development, 4(4), 399–405. https://doi.org/10.13140/RG.2.2.21448.03842
Kanu, I. A. (2017). The Philosophical Canons of African Indigenous Education. Journal of African Sustainable Development, 9(8), 78–90.
Kanu, I. A., & Ndubisi, E. J. O. (Eds.). (2020). African Indigenous Knowledge Systems: Problems and Perspectives. Altograde Nigeria Limited.
Kigozi, B., & Kagolobya, R. (2024). Exposing Uganda’s Cultural Mosaic: An examination of the Endingidi’s origins, educational and aesthetic dimensions. PAN African Journal of Musical Arts Education, 2(1), 12–20. https://doi.org/10.58721/pajmae.v2i1.544
Kisekka, C. (2022). Uproot Entire Colonial Education System - Dr. Musenero. Uganda Radio Network. https://ugandaradionetwork.net/story/uproot-entire-colonial-education-system-dr-musenero-
Lubogo, Y. K. (2020). History of Busoga. (I. C. Lubogo, Trans.). Marianum Press Ltd. (Original work published 1960).
Masolo, D. A. (2003). Philosophy and Indigenous Knowledge: An African Perspective. Africa Today, 50(2), 21–38. https://www.jstor.org/stable/4187570
Mawere, M. (2015). Indigenous Knowledge and Public Education in Sub-Saharan Africa. Africa Spectrum, 50(2), 57–71. https://www.jstor.org/stable/24589147
Mignolo, W. D. (2012). Decolonizing Western Epistemology/Building Decolonial Epistemologies. Decolonial Epistemologies: Latina/o Theology and Philosophy, 19–43.
Msuya, J. (2007). Challenges and opportunities in the protection and preservation of Indigenous Knowledge in Africa. IRIE: International Review of Information Ethics, 7(3), 346–353.
Mulenga, I. M. (2018). Conceptualization and Definition of a Curriculum. Journal of Lexicography and Terminology, 2(2), 1–23.
Muwagga, A. M., Itaaga, N., & Wafula, W. S. (2013). Challenges to Quality Primary and Secondary Education in Uganda. Zimbabwe Journal of Educational Research, 25(3), 369–386.
Mwipikeni, P. (2018). Ubuntu and the modern society. South African Journal of Philosophy, 37(3), 322–334. https://doi.org/10.1080/02580136.2018.1514242
Nannyonga-Tamusuza, S. (2015). Music as Dance and Dance as Music: Interdependence and Dialogue in Buganda Baakisimba Performance. Year Book for Traditional Music, 47, 82–96. https://doi.org/10.5921/yeartradmusi.47.2015.0082
Netherlands Institute for Curriculum Development (SLO). (2009). Curriculum in development (A. Thijs & J. van den Akker (Eds.)). Netherlands Institute for Curriculum Development (SLO).
Nsamenang, A. B., & Tchombe, T. M. (2011). Handbook of African Educational Theories and Practices: A Generative Teacher Education Curriculum (A. B. Nsamenang & T. M. S. Tchombe (Eds.); Vol. 6, Issue 90). Human Development Resource Centre (HDRC).
Ogbo, C. V., & Ndubisi, E. J. O. (2020). African Indigenous Education in Contemporary Society. In I. A. Kanu & E. J. O. Ndubisi (Eds.), African Indigenous Knowledge Systems: Problems and Perspectives (pp. 1–19). Altograde Nigeria Limited.
Olu, O. I., & Kanu, I. A. (2020). Mitigation of African Indigenous Knowledge. In I. A. Kanu & E. J. O. Ndubisi (Eds.), African Indigenous Knowledge Systems: Problems and Perspectives (pp. 93–101). Altograde Nigeria Limited.
Quijano, A. (2000). Coloniality of Power, Eurocentrism, and Latin America. Nepantla, 3(1), 533–580.
Rakena, T. O., Hall, C., Prest, A., & Johnson, D. (Eds.). (2024). Decolonising and Indigenising Music Education: First Peoples Leading Research and Practice. Routledge Taylor & Francis Group. https://doi.org/10.4324/9781003288923
Raseroka, K. (2013). Information transformation Africa: Indigenous knowledge – Securing space in the knowledge society. The International Information & Library Review, 40(4), 243–250. https://doi.org/10.1016/j.iilr.2008.09.001
The Cross-Cultural Foundation of Uganda [CCFU]. (2023). Endangered Musical Heritage: A Case of the Albertine Graben in Uganda 2023 (S. Musasizi & A. A. Akiiki (Eds.)). The Cross-Cultural Foundation of Uganda [CCFU].
United Nations Educational Scientific and Cultural Organization [UNESCO]. (2017). Unpacking Sustainable Development Goal 4: Education 2030 Guide. https://www.campaignforeducation.org/docs/post2015/SDG4.pdf
Wabyona, M. (2021). Trends in Music Teacher Education in Uganda from 1950-2020: An Historical Study (PhD Thesis). Texas Tech University.
Waghid, Y. (2020). Towards an Ubuntu Philosophy of Higher Education in Africa. Studies in Philosophy and Education, 39(3), 299–308. https://doi.org/10.1007/s11217-020-09709-w
Wiredu, K. (1998). Toward Decolonizing African Philosophy and Religion. African Studies Quarterly, 1(4), 17–46. http://www.africa.ufl.edu/asq/v1/4/3.pdf
Wiredu, K. (2002). Conceptual decolonization as an imperative in contemporary African Philosophy: Some personal reflections. Rue Descartes, 2, 53–64.
Wiredu, K. (2004). Prolegomena to an African philosophy of education. South African Journal of Higher Education, 18(3), 17–26.
Zegeye, A., & Vambe, M. (2006). African Indigenous Knowledge Systems. African Indigenous Knowledge Systems, 29(4), 329–358. https://doi.org/https://www.jstor.org/stable/40241671
Copyright (c) 2025 Erisa Walubo, Julius Ssegantebuka, PhD, Lawrence Branco Sekalegga, PhD
This work is licensed under a Creative Commons Attribution 4.0 International License.
