This article focuses on what role human rights organizations (HROs)
actually play in the development of a rights-protective regime and a
rights-respective society in Uganda, given structural, internal, and
regime limitations. We argue that Uganda HROs are significantly limited in
their ability to help create a positive human rights culture in Uganda by
historical/structural legacies that have created a culture of political
apathy and fear amongst the general population. Regime repression of
vocal "political" non-state actors and foreign donor-implicit acceptance
of regime human rights transgressions in light of neo-liberal economic
reforms reinforce this fear and political apathy. Ugandan HROs, not
willing to risk state repression or lose foreign aid, thus resort to
non-contentious human rights issues that do not engage the regime or test
the resolve or interest of society to demand for human rights for all.
Many classrooms have access to ubiquitous information communications technology (ICT), and teachers have been trained on the way to use it. However, few teachers use technology in what many consider the most powerful ways to learn. This study investigates four teachers who have developed from traditional teaching into facilitative–innovative teaching with ubiquitous ICT. As an instrumental case study, we used self-determination theory’s interaction of autonomy, competence, and relatedness to analyze their stories to understand better why and how they developed. Participants taught in middle and high schools representing a range of school sizes and sociocultural populations. Findings reveal that all teachers described salient episodic learning experiences and students’ input as key to transforming their autonomy and competence with ICT pedagogy, contrasting with other studies. Supportive internal relationships were instrumental for teachers because they distinguished themselves from most traditional teachers. The study concludes that educational leaders consider helping teachers access their beliefs with episodic learning to develop innovative self-reflective teachers on their pedagogical beliefs that influence ICT classroom learning.
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