Conflicts in church and society in Uganda with special reference to culture, politics and education

Abstract

This thesis examines the conflicts which emerged from the way the Church in Uganda generally (and the Anglican Church of Uganda (ACU) in particular) interacted with die society on three key fronts: culturally, politically and educationally. The aim is to exhibit die historical development of the Church m light of those areas; and die impact that development has had on the society, and so pose a challenge for the present ACU to reflect on and act for a viable and more acceptable ministry in future free of conflict favouritism and domination. Chapter I covers the historical background from 1877-1962; it describes the coming of die CMS missionaries to Uganda following Muteesa I’s invitation to be followed later by the Roman Catholic missionaries. It describes how religious controversies between these two groups dominated Ugandan politics. The road leading to a Uganda protectorate and the developments initiated by both the missionaries and die colonial government including education, health services and economy, are also set out. Chapter 11 looks at the culture into which Christianity came and the nature of their clash leading to an age long conflict. It highlights the model operated by die missionaries, its weaknesses and strengths. It describes some alternative models from Africa and die Caribbean and lastly suggests die best way forward. Chapter III deals with the Church and Colonialism. then: invasion of the traditional political structure and the developments brought about by the two institions. The beginning of political parties following the political and economic dissatisfaction of die Ugandan society, so paving die way to independence, is discussed here. Featured also are the colonial policies answerable for the age long suffering in Uganda and the model responsible for church and state interdependence which reigns to this day. It cites alternative models and suggests which way to go. This chapter covers pre- independence, and post independence to die present day. Chapter IV looks at the traditional form of education and its values. It highlights die introduction of the missionary western form of education, its characteristics and goals which in many ways divorced the learner from his/her roots. It shows both the native society and die colonial government losing confidence in that system of education and seeking to replace it with a government-run system of education. This chapter also looks at other models from elsewhere and suggests a way forward.