Escuela Nueva: New Possibilities for Primary Schooling in Rural Uganda

This text explored the educational possibilities of the implementation of Escuela Nueva, a contemporary progressive educational school model developed in Latin America. The proposed primary school in rural Uganda creates a situation to evaluate the need for theoretical change, from traditional to progressive pedagogy; to assess power issues, such as role of the teacher; to assess the issues of social justice and promotion of social justice, such as access to quality education; and finally critical reflection on identity. This evaluation has attempted to express the need for a primary school that empowers its students with knowledge, develops a community of learners, and embraces democratic and progressive pedagogy. I have argued using a cultural studies focus applied to philosophical methods that despite the many complexities in issues of pedagogy, power, social justice, and identity, the ideal is a worthy one for the community.