Analysis of the Cultural Meaning of Okulamusa Practice of the Basoga People of Uganda

Authors

DOI:

https://doi.org/10.25159/2663-6697/18902

Keywords:

Basoga people, greeting, socio-human interactions, community identity, ethical and social values

Abstract

Prolonged greeting practices of various communities particularly in Africa offer insights about the deeper meaning of social interactions among people in a modern global society where individualism and its attendant challenges to humankind are increasing. This study was about okulamusa, an indigenous greeting practice of the Basoga people of Uganda. Although this heritage embeds deep Basoga sociocultural values, there is barely any scholarly analysis of its meaning to the community and application in a contemporary context. This study aimed at finding out the nature of interactions and relationships that okulamusa engenders, its cultural value, and what could be learnt about and from the engagements in this practice. The study employed phenomenological and auto-ethnographic methods, and involved 22 participants. Data was obtained through observation, interviews, focus group discussions, auto-ethnographic reflection, and analysis of extant YouTube videos and online audio files that were widely publicised. The inquiry revealed that okulamusa is a contextual asking of questions and telling of holistic human experiences, which embed construction of individual and collective identity, and nurturing of a socio-collectivist community spirit, understanding, unity, cohesion, and coexistence in society. These virtues are transmitted in an intergenerational manner as a means of sustaining the community’s ethical and social fabric. The study concluded that okulamusa, just like other similar prolonged greeting cultures, is a central cultural practice that shapes human interactions and relations, which have implications for contemporary social development initiatives.

References

Adams, T., C. Ellis and S. H. Jones. 2017. “Autoethnography.” In The International Encyclopedia of Communication Research Methods, edited by J. Matthes, C. S. Davis, and R. F. Potter. Wiley Online library. https://doi.org/10.1002/9781118901731.iecrm0011. DOI: https://doi.org/10.1002/9781118901731.iecrm0011

Allen, R. E. S., and J. L. Wiles. 2016. “A Rose by Any Other Name: Participants Choosing Research Pseudonyms.” Qualitative Research in Psychology 13 (2): 149–165. https://doi.org/10.1080/14780887.2015.1133746. DOI: https://doi.org/10.1080/14780887.2015.1133746

Almasi, O., M. D. Fallon, and N. P. Wared. 2014. “Swahili Greetings.” In Swahili Grammar for Introductory and Intermediate Levels, 23–36. Lanham: University Press of America.

Asuro, A. S., and I. J. Gurindow M-minibo. 2014. “Convergence and Divergence Strategies in Greetings and Leave Taking: A View from the Dagbaŋ Kingdom in Ghana.” International Journal of Linguistics 6 (4): 224–237. https://doi.org/10.5296/ijl.v6i4.5673. DOI: https://doi.org/10.5296/ijl.v6i4.5673

Barone, T., and W. E. Eisner. 2012. Arts Based Research. Thousand Oaks: Sage Publications. https://doi.org/10.4135/9781452230627. DOI: https://doi.org/10.4135/9781452230627

Barz, G. 2004. Music in East Africa: Experiencing Music, Expressing Culture. New York: Oxford University.

Bogdan, R. C., and S. K. Biklen. 2007. Qualitative Research for Education: An Introduction to Theory and Methods. New York: Pearson.

Bolin, A. 2002. “Traversing Gender: Cultural Context and Gender Practices.” In Gender Reversals and Gender Cultures, edited by S. P. Ramet, 22–51. London: Routledge.

Bondai, B., and T. M. Kaputa. 2016. “Reaffirming Ubuntu/unhu Mainstreaming in the Education Curricula: Panacea from Sustainable Educational Change in South Africa.” International Journal of Academic Research and Reflection 4 (6): 37–44. https://idpublications.org/wp-content/uploads/2016/08/Full-Paper-REAFFIRMING-UBUNTU-UNHU-MAINSTREAMING-IN-THE-EDUCATION-CURRICULA-PANACEA-FOR-SUSTAINABLE.pdf.

Bourdieu, P. 2006. “The Forms of Capital.” In Education, Globalization, and Social Change, edited by H. Lauder, P. Brown, J.-A. Dillabough, and A. H. Halsey, 105–118. New York: Oxford University Press.

Bruner, J. 2013. “Culture, Mind and Education.” In Inclusion and Behaviour Management in Schools: Issues and Challenges, edited by J. Wearmouth, T. Glynn, R. C. Richmond, and M. Berryman, 169–193. London: David Fulton Publishers.

Burck, C., and B. Speed, eds. 2006. Gender, Power and Relationships. London: Routledge. https://doi.org/10.4324/9780203134757. DOI: https://doi.org/10.4324/9780203134757

Butler-Kisber, L. 2010. Qualitative Inquiry: Thematic, Narrative and Arts-Informed Perspectives. Thousand Oaks: Sage Publications. https://doi.org/10.4135/9781526435408. DOI: https://doi.org/10.4135/9781526435408

Chamo, I. Y. 2015. “Pragmatic Differences in Greetings: A Comparative Study of Hausa and English.” Bayero Journal of Linguistics 1: 258–274.

Creswell, J. W. 2007. Qualitative Inquiry and Research Design: Choosing among Five Approaches. Thousand Oaks: Sage Publications.

Creswell, J. W. 2014. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th ed. Thousand Oaks: Sage Publications.

DeNora, T. 2000. Music in Everyday Life. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511489433. DOI: https://doi.org/10.1017/CBO9780511489433

Denshire, S. 2013. “Autoethnography.” Sociopedia. https://doi.org/10.1177/205684601351. DOI: https://doi.org/10.1177/205684601351

Ellis, C., T. E. Adams, and A. P. Bochner. 2010. “Autoethnography: An Overview.” In Forum Qualitative Sozialforschung / Forum: Qualitative Social Research 12 (1): 10. nbn-resolving.de/urn:nbn:de:0114-fqs1101108

Forsell, L. M., and J. A. Åström. 2012. “Meanings of Hugging: From Greeting Behavior to Touching Implications.” Comprehensive Psychology 1: 2–17. https://doi.org/10.2466/02.17.21.CP.1.13. DOI: https://doi.org/10.2466/02.17.21.CP.1.13

Groenewald, T. 2004. “A Phenomenological Research Design Illustrated.” International Journal of Qualitative Methods 3 (1): 42–55. https://doi.org/10.1177/160940690400300104. DOI: https://doi.org/10.1177/160940690400300104

Gumbo, M. T., V. Gasa, and C. B. Knaus. 2022. “Centering African Knowledges to Decolonise Higher Education.” In Decolonising African Higher Education: Practitioner Perspectives from Across the Continent, edited by C. B. Knaus, T. Mino, and J. Seroto, 21–36. New York: Routledge. https://doi.org/10.4324/9781003158271-2. DOI: https://doi.org/10.4324/9781003158271-2

Hargreaves, J. D., D. Miell, and A. R. R. Macdonald. 2002. “What Are Musical Identities, and Why Are They Important?” In Musical Identities, edited by A. R. R. Macdonald, D. J. Hargreaves, and D. Miell, 1–20. New York: Oxford University. https://doi.org/10.1093/oso/9780198509325.003.0001. DOI: https://doi.org/10.1093/oso/9780198509325.003.0001

Higgins, L. 2006. “The Community in Community Music: Hospitality–Friendship.” In Creating Partnerships, Making Links, and Promoting Change: Proceedings from the 2006 Seminar of the Commission for the Commission for Community Music Activity, edited by D. Coffman and L. Higgins, 1–20. Singapore: ISME.

Idang, G. E. 2015. “African Culture and Values.” Phronimon 16 (2): 97–111. https://doi.org/10.25159/2413-3086/3820. DOI: https://doi.org/10.25159/2413-3086/3820

Isabirye, J. 2019a. “Nurturing Identity, Agency, and Joy-Filled Passion through Revitalizing Indigenous Music Education Practices: Learning in and from a Cultural Revival Project in Busoga, Uganda.” PhD diss., Oakland University.

Isabirye, J. 2019b. “Uganda: History, Culture, and Geography of Music.” In the Sage International Encyclopedia of Music and Culture, edited by J. L. Sturman, 2253–2255. Thousand Oaks: Sage Publications.

Isabirye, J. 2021a. “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. DOI: https://doi.org/10.1177/1321103X20954548

Isabirye, J. 2021b. “Can Indigenous Music Learning Processes Inform Contemporary Schooling?” International Journal of Music Education 39 (2): 151–166. https://doi.org/10.1177/0255761421996373. DOI: https://doi.org/10.1177/0255761421996373

Isabirye, J. 2024. “Community Musicking and Musical Cognition among Adungu Music Communities of the Acholi People from Awach, Gulu District, Northern Uganda.” Research Studies in Music Education 1–16. https://doi.org/10.1177/1321103X241261564. DOI: https://doi.org/10.1177/1321103X241261564

Isiko, A. P., and J. M. Isabirye. 2023. “Fluidity and Hybridity of Customary Marriage Traditions in Contemporary Uganda.” E-Journal of Humanities, Arts and Social Sciences 4 (3): 357–378. https://doi.org/10.38159/ehass.20234313. DOI: https://doi.org/10.38159/ehass.20234313

Knighton, B. 2006. “Orality in the Service of Karamojong Autonomy: Polity and Performance.” Journal of African Cultural Studies 18 (1): 137–152. https://doi.org/10.1080/13696850600750376. DOI: https://doi.org/10.1080/13696850600750376

Kumar, R. 2011. Research Methodology. 3rd ed. Thousand Oaks: Sage Publications.

Lamont, A. 2002. “Musical Identities and the School Environment.” In Music Identities, edited by A. R. R. Macdonald, J. D. Hargreaves, and D. Miell, 41–60. New York: Oxford University. https://doi.org/10.1093/oso/9780198509325.003.0003. DOI: https://doi.org/10.1093/oso/9780198509325.003.0003

Mbaya, H. 2011. “Social Capital and the Imperatives of the Concept and Life of Ubuntu in the South African Context.” Scriptura: Journal for Biblical, Theological and Contextual Hermeneutics 106 (1): 1–8. https://doi.org/10.7833/106-0-141. DOI: https://doi.org/10.7833/106-0-141

Milligan, L. 2016. “Insider-Outsider-Inbetweener? Researcher Positioning, Participative Methods and Cross-Cultural Educational Research.” Compare: A Journal of Comparative and International Education 46 (2): 235–250. https://doi.org/10.1080/03057925.2014.928510. DOI: https://doi.org/10.1080/03057925.2014.928510

Mmadike, B. I., and A. N. Okoye. 2015. “Patterns of Greeting in Etulo.” IOSR: Journal of Humanities and Social Sciences 20 (4): 9–12. https://doi.org/10.9790/0837-20440912.

Moran, D. 2000. Introduction to Phenomenology. London: Routledge.

Mukungu, K. 2017. “‘How Can You Write about a Person Who Does Not Exist?’ Rethinking Pseudonymity and Informed Consent in Life History Research.” Social Sciences 6 (3): 86. https://doi.org/10.3390/socsci6030086. DOI: https://doi.org/10.3390/socsci6030086

Mukwambo, M., K. Ngcoza, and C. Chikunda. 2014. “Africanisation, Ubuntu and IKS: A Learner-Centred Approach.” In Schooling, Society and Inclusive Education: An Afrocentric Perspective, edited by C. Okeke, M. van Wyk, and N. Phasha, 65–80. Oxford: Oxford University Press.

Mushengyezi, A. 2003. “Rethinking Indigenous Media: Rituals, ‘Talking’ Drums and Orality as Forms of Public Communication in Uganda.” Journal of African Cultural Studies 16 (1): 107–117. https://doi.org/10.1080/1369681032000169302. DOI: https://doi.org/10.1080/1369681032000169302

Mwipikeni, P. 2018. “Ubuntu and the Modern Society.” South African Journal of Philosophy / Suid-Afrikaanse Tydskrif vir Wysbegeerte 37 (3): 322–334. https://doi.org/10.1080/02580136.2018.1514242. DOI: https://doi.org/10.1080/02580136.2018.1514242

Nannyonga-Tamusuza, S. 2009. “Female-Men, Male-Women, and Others: Constructing and Negotiating Gender among the Baganda of Uganda.” Journal of Eastern African Studies 3 (2): 367–380. https://doi.org/10.1080/17531050902973004. DOI: https://doi.org/10.1080/17531050902973004

Oviawe, J. O. 2016. “How to Rediscover the Ubuntu Paradigm in Education.” International Review of Education 62 (1): 1–10. https://doi.org/10.1007/s11159-016-9545-x. DOI: https://doi.org/10.1007/s11159-016-9545-x

Pathak, A. 2017. “Greetings: Their Genesis and Cultural Significance in a Civilised Society.” The International Journal of Indian Psychology 4 (2): 98–108. https://doi.org/10.25215/0402.013. DOI: https://doi.org/10.25215/0402.013

Patton, M. Q. 2002. Qualitative Research and Evaluation Methods. 3rd ed. Thousand Oaks: Sage Publications.

Saldaña, J. 2016. The Coding Manual for Qualitative Research. Thousand Oaks: Sage Publications.

Schiefer, U., A. C. Carvalho, and A. C. Nascimento. 2021. “Greetings in Africa—Beyond the Handshake: An Essay on Greeting and Leave-Taking Rituals as Communication Practice in Sub-Saharan African Agrarian Societies.” Kwanissa: Revista de Estudos Africanos e Afro-Brasileiros 4 (11): 87–128.

Shabeeb, M., and K. Jibreen. 2010. “The Speech Act of Greeting: A Theoretical Reading.” Journal of Kerbala University 8 (1): 1–25. www.researchgate.net/publication/314245425.

Sommer, G., and A. Lupapula. 2012. “Comparing Address Forms and Systems: Some Examples from Bantu.” In Selected Proceedings of the 42nd Annual Conference on African Linguistics: African Languages in Context, edited by M. R. Marlo, N. B. Adams, C. R. Green, M. Morrison, and T. M. Purvis, 266–277. Somerville: Cascadilla Proceedings Project. https://www.lingref.com/cpp/acal/42/paper2775.pdf.

Sotuku, N., and N. S. Duku. 2014. “Indigenous African Theories in Multicultural Education.” In Schooling, Society and Inclusive Education: An Afrocentric Perspective, edited by C. Okeke, M. van Wyk, and N. Phasha, 17–38. Oxford: Oxford University Press.

Tamale, S. 2011. “Researching and Theorizing Sexualities in Africa.” In African Sexualities: A Reader, edited by S. Tamale, 11–26. Cape Town: Fahamu (Pambazuka).

Trommsdorff, G. 2009. “Intergenerational Relations and Cultural Transmission.” In Culture and Psychology: Psychological, Developmental, Social, and Methodological Aspects, edited by U. Schönpflug, 126–160. Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511804670.008. DOI: https://doi.org/10.1017/CBO9780511804670.008

Van Manen, M. 2015. Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. 2nd ed. Walnut Creek: Left Coast.

Wahab, E. O., S. O. Odunsi, and O. E. Ajiboye. 2012. “Causes and Consequences of Rapid Erosion of Cultural Values in a Traditional African Society.” Journal of Anthropology. https://doi.org/10.1155/2012/327061. DOI: https://doi.org/10.1155/2012/327061

Wenger, E. 2000. “Communities of Practice and Social Learning Systems.” Organization 7 (2): 225–246. https://doi.org/10.1177/135050840072002. DOI: https://doi.org/10.1177/135050840072002

Wojtowicz, B. 2021. “Cultural Norms of Greetings in the African Context.” Roczniki Humanistyczne 69 (6): 171–187. https://doi.org/10.18290/rh21696-10. DOI: https://doi.org/10.18290/rh21696-10

Published

2025-05-13

How to Cite

Isabirye, James. 2025. “Analysis of the Cultural Meaning of Okulamusa Practice of the Basoga People of Uganda ”. Southern African Journal for Folklore Studies 34 (1):22 pages . https://doi.org/10.25159/2663-6697/18902.

Issue

Section

Articles