Francis Akena Adyanga obtained his PhD. from the University of Toronto in 2014. Currently, he is a lecturer at Kabale University in the Faculty of Education where he also doubles as the Faculty Dean. In 2015, he taught at the Ontario Institute for Studies in Education University of Toronto and was a postdoctoral fellow at the College of Education, University of South Africa (UNISA) Pretoria in 2016.
He is a passionate educator with keen teaching and research interest in African Indigenous Science, Indigenous Knowledge, Social and Environmental Justice Education, Education in Emergencies and Post Emergencies Contexts and Global Citizenship Education. He has been keynote speaker at various conferences in Canada focusing on education of children in developing societies. He has also been a teacher with the York Region District School Board (YRDSB) in Ontario.
Dean Faculty of Education Kabale University (November 2019 to date)
- Responsible to the Vice-Chancellor, Academic Affairs for the administration of the Faculty of Education in accordance with the policies and regulations.
- Chairing the Faculty meetings in accordance with the powers and duties laid out in the University Act
- Foster and encourage research within the Faculty
- Serve on Senate and other University Committees as required and report to the official bodies of the University and to University administrative officers on academic and administrative developments relating to the Faculty
- Ensure high standards of teaching, methods of evaluating teaching effectiveness and grading practices in the Faculty
- Maintain links between the Faculty and other units
- Support curriculum development, review and development of new undergraduate and graduate programs in line with the University’s overall programming objectives
- develop a budget for the administration of the Faculty which conforms with University practices and responsible for ensuring that the budget is spent in keeping with the general objectives towards which the budget was developed.
Lecturer & Head of Department – Foundations of Education (June 2018 – Nov. 2019)
- Planning lectures, preparation and research
- Students supervision
- Setting and assessing students works
- Invigilation of examination
- Attending staff meetings
- Higher Education Teaching Certificate
- Education Administration and Management
- Human Resource Management in Education
- Socio-economic Foundations of Education
- Academic writing skills
- Education Technology
- Sociology of Education
Research Associate– University of Toronto (2017 – 2018)
- Develop and direct research assignments
- Follow project brief and deliver frequent project updates
- Document, report, and present research findings to stakeholders
- Create a plan of action, set project goals, and manage to completion
- Formulate effective and efficient research processes
- Utilize various professional sources to find and extract pertinent information
Postdoctoral Fellow – University of South Africa (January 2016 – March 2017)
University of South Africa. I conducted a study on Indigenous Knowledge integration in formal education in a remote Indigenous community located at the confluence of South Africa, Mozambique and Swaziland. The output from this research in which community leaders, elders and schoolteachers actively participated, was published in November 2017 by the International Journal of Educational Development in Africa.
Further, with my mentor, I co-supervised two graduate students (one Master and one Doctorate) and conducted Mixed Method Research (MMR) workshops for graduate students as part of professional development at UNISA.
Course Instructor – University of Toronto ( 2014– 2015)
University of Toronto 2014. To gain students confidence in a class of 29 with 26 from dominant groups, I shifted the focus of the course syllabus for the first two weeks to embracement of equity and diversity in society. Students were excited with the commitment to investing in this innovative model of course delivery executed partially online and in class. The course was phenomenally successful.
Additional Work Experiences (before getting a PhD.)
- Teaching Assistant – University of Toronto (2009 – 2013)
- Research Assistant – University of Toronto (2008 – 2013)
- Teaching Assistant – Gulu University, Uganda (2006 – 2007)
- Program Coordinator – Gulu Development Agency (GDA), Uganda (2006 – 2007)
At GDA, I initiated a new community-based approach to remedial education program that reintegrated over 400 formerly abducted rebel child soldiers into mainstream formal education in northern Uganda. Most of the students later graduated with High school and college diploma with different life skills.
University Committees Served from 2018 – 2019
- Faculty of Education Graduate Committee (Chairperson).
- Committee to implement the Teaching of Higher Education Teaching Certificate at University Lay Apostle of Kigali (Coordinator).
- Ad Hoc Committee to Assess Facilities at Kisoro Primary Teachers College to Teach the Diploma in Primary Education Programme (Member).
- Ad Hoc Committee for Cross Cutting Courses (Member).
- Faculty Committee to shortlist & recommend applicants for job consideration (Member).
- Wane N, & Akena F.A (2019). I Am an African”: Historical and Contemporary Pan-Africanism, Self-Determination, Self-Definition, and the Quest for African Renaissance. Cambridge Scholar Publisher.
- Wane N, Akena F. A & Ilmi A. (2014, Eds). Spiritual Discourse in the Academy: A Globalised Indigenous Perspective. Peter Lang.
- Wane N., Akena F.A., et al (2009). A Glance at Africa. Bloomington, Indiana: Author House.
- Akena, F. A (2019). The Kabake Programme: Popular Education to Address Community Challenges in Acholiland, Northern Uganda. In Arko-Achemfuor, Quan-Baffour and Addae (Eds). Adult, Community and Lifelong Education and Development in Africa. Nova Science Publishers.
- Akena F. A (2019). Theoretical Analysis of Women’s Involvement in Insurgent Movements: Implications for Society’s Transformation in Africa. In Wane and Akena (Eds) Historical and Contemporary Pan-Africanism and the Quest for African Renaissance, 1st Edition. Cambridge Scholars Publishing.
- Akena F. A (2019). Ancient Governance in Africa. In Wane N. (Ed) Gender, Democracy and Institutional Development in Africa (pp 37 – 65). Palgrave McMillians
- Akena F. A. (2017). Customary Land Tenure and Ecological Sustainability in Acholiland, Northern Uganda. In McIntyre-Mills & Romm (Eds), Balancing individualism and collectivism: towards non-anthropocentric stewardship rights and responsibilities (pp. 221 – 237). Springer
- Akena F. A. (2014). Ethno-Medicinal Practices among Indigenous Acholi Community of Uganda. In Wane and Neeganagwedgin (Eds), A Handbook on African Traditional Healing Approaches & Research Practices (pp. 283-294). Oakville, Ontario, Canada: Nsemia Publisher.
- Akena F. A. (2014). African Spirituality & Traditional Justice system: Pedagogical implication for education. In Wane, N, Akena F. A, & Ilmi, A (Eds). Spiritual Discourse in the Academy: A Globalised Indigenous Perspective (pp 15 – 31). Peter Lang.
- Akena F. A. (2014). Regional Integration, A prospect for Development: Lessons from Rwanda’s experience in the East African Community. In Dei and Adjei (Eds.), Emerging Perspectives on African Development: Speaking Differently (pp 128 – 141). Peter Lang.
- Akena F. A. (2011). The Dialectics of Western Christianity and African Spirituality. In Wane, Manyimo & Eric (Eds.), Spirituality, Education and Society: An Integrated Approach (pp 111 – 125). Sense Publishers.
Articles in Journal
- Akena, F. A (under review). The “Miss Curvy Uganda” pageant: Representation, Eroticization, Commodification and Transgression of Women’s Bodies through the Media. Journal of Social Semiotics Francis & Tailor.
- Akena, F. A & Romm NRA. (2017). Indigenous Knowledge Integration in Formal Education: Interpreting Some Perspectives from the field. International Journal of Educational Development in Africa.
- Akena, F. A. (2016). Traditional knowledge in HIV/AIDS treatment and prevention program in northern Uganda. Family Medicine and Community Health, 4(1), 46-52.
- Akena, F. A. (2014). Poornography and the Entrenchment of Western Hegemony. The Case of Kony 2012 Video. The Journal of the Society for Socialist Studies, 10(1). pp 50 – 66.
- Akena, F. A. (2012). Critical Analysis of the Production of Western Knowledge and Its implication for Indigenous Knowledge and Decolonization, Journal of Black Studies SAGE, 43(6). pp 599 – 619.
- Principal Investigator in a Kabale University project titled: Examining the relocation of the Batwa Indigenous people from the forests and its Implications on their children Indigenous Education.
- Co-Investigator in a Kabale University Funded projects titled: Ineffectiveness of community and Institutional Level Frameworks in reducing Sexual Violence and Exploitation of young Women in Uganda.
- Principle Investigator in a University of South Africa (UNISA) funded project in 2016: Project Title: Researching Indigenous Science Knowledge Integration in Formal Education: Interpreting Some Perspectives from The Field.
- Research Associate for Social Sciences and Humanity Research Council (SSHRC) project at the University of Toronto in 2013/2014. Project title: Investing in Diversity and Leadership Development project for school Principals across Toronto.
- Research Associate with HS Consultants in a project titled: York Region District School Board Systems Review & Recruitment Audit in 2013 – Toronto, Canada.
|2019:||Society for the Advancement of Science in Africa 6th International Scientific Conference at the University of Toronto, Canada. Paper presented: Transcending the Threshold of Transformative Research: Cogenerating Knowledge to Cogenerate New Practices.|
|2016:||4th Annual Symposium Community Engagement Conference. Engaging Diversity, Expanding Engagement and Utilizing Technology. Northwest University, South Africa. Paper presented: Theorizing Research in Community Engagement: Cogenerating Knowledge to Cogenerate New Practices.|
|2016:||International conference on adult and continuing education (ICACE) in Pretoria South Africa. Paper presented: The Kabake program: popular education for self-reliance in Acholiland, northern Uganda.|
|2014:||Society for the Advancement of Science in Africa 3rd International Scientific Conference in Kampala, Uganda. Paper presented: Methodological Discussions on the Integration of African Indigenous Science in Higher Education in Uganda.|
|2013:||Society for the Advancement of Science in Africa International Conference, Polokwane, South Africa. Paper presented: Integration of Indigenous Science in Formal Education Curriculum in Uganda.|
|2012:||6th Annual Decolonizing Conference: Decolonizing the Spirit; Towards a Transgressive Pedagogy, University of Toronto. Paper presented: Poornography; Western Hegemony and Spirit Injury: The Case of Kony 2012 Video|
|2012:||36th Annual National Council for Black Studies conference, Sheraton Atlanta Hotel, Atlanta, GA. Paper presented: Integrating African Indigenous Science in Faculties of Higher Education in Uganda.|
|2011:||Association for Educational Assessment in Africa (AEAA), Nairobi, Kenya. Paper presented: Integration of Indigenous African Science in Uganda’s School Curriculum.|
|2011:||5th Annual Decolonizing Conference: Land, Citizenship, Belonging and the Place of the Spirit, University of Toronto. Panelist: Forgiveness and Reconciliation through “Mato-Oput” Traditional Justice System.|
|2011:||35th Annual National Council for Black Studies conference, Cincinnati, Ohio. Paper presented: Analysis of the Production of Western Knowledge and its Implication for Decolonization.|
|2010:||Pan-African Family Strength International Conference, Kenyatta University, Mombasa, Kenya. Paper presented: Public Discourse—The Kabake Program and care for Orphans in Northern Uganda.|
- Name of Student: Amos Musimenta (Faculty of Education, Kabale University).
Topic: A Comparative Study of Performance in Male and Female Students in Secondary Schools in Kamuganguzi Subcounty, Kabale District (graduated with MA Education in 2019).
2016 – 2017:
I co-supervised the following Master students to completion:
- Name of Student: Vhahangwele Pat. Lethole (College of Education, University of South Africa.
Topic: UNISA E-tutors’ experiences and views of Active Learning (graduated with MA Education in 2017).