the Logic of Power in Uganda

Rutamaguzi, Elections, and the Logic of Power in Uganda

In an election year, words are never innocent. When President Yoweri Museveni invoked Rutamaguzi while addressing the opposition, he was not reaching for folklore out of nostalgia. He was redefining the rules of political legitimacy at a moment when they are most contested.

Elections are dangerous for long-ruling power because they invite moral judgment. They allow challengers to speak in the language of justice, sacrifice, faith, and dignity. In Uganda, that language has increasingly been amplified by religious leaders, civil society, and a youthful opposition that frames its struggle as ethical rather than merely political. Museveni’s response was not to argue morality, but to remove it from the conversation altogether.

Rutamaguzi provides the perfect tool for that removal. He is not a historical hero with a biography, but an archetype drawn from oral political memory: the enforcer who restores order when persuasion fails. He represents authority that does not ask for permission, power that does not require approval, and order that is imposed rather than negotiated. By invoking Rutamaguzi, Museveni was quietly saying that politics is not a contest of righteousness, but a struggle over who commands the state.

This is not an abstract idea; it mirrors the logic of Museveni’s own rule. He did not come to power through elections but through armed struggle. Control preceded consent. Authority was established first and later clothed in constitutions, referenda, and ballots. Elections, in this framework, do not generate power; they confirm a power that already exists. That is the Rutamaguzi logic in modern form.

Over time, this logic has shaped governance itself. Politics has been steadily securitized. Opposition activity is often framed as a threat to stability. Protest becomes disorder; dissent becomes destabilization. The language of national security replaces the language of debate. This is not accidental. It reflects an understanding of politics as a domain where order must be protected at all costs, even at the expense of dialogue.

The invocation of Rutamaguzi also explains Museveni’s insistence that religious leaders remain in “spiritual matters.” Moral critique is dangerous to a power system built on control rather than consent. By separating spirituality from politics, Museveni strips religious voices of political legitimacy while preserving the state’s coercive authority. Kaloli Lwanga may inspire souls, but Rutamaguzi commands bodies. The distinction is deliberate.

That is why this reference emerges now, in an election year. As moral narratives grow louder and scrutiny intensifies, Rutamaguzi functions as both warning and justification. It signals that authority will not be negotiated through conscience and that order will be preserved regardless of sentiment. Any future restrictions, arrests, or force can then be framed not as repression, but as the maintenance of stability.

Yet this framing is historically selective. Pre-colonial Uganda never cleanly separated power from morality. Kings ruled through force, yes, but also through ritual, belief, and moral legitimacy. Authority was as spiritual as it was coercive. By extracting only the coercive strand and presenting it as tradition, Museveni simplifies history to serve present needs.

Ultimately, invoking Rutamaguzi is not about the past. It is about the present and the future. It reveals how Museveni understands power, how he responds to challenge, and how he wants elections to be interpreted. Not as moments when authority is granted, but as moments when authority is tested—and, if necessary, enforced.

In that sense, Rutamaguzi is less a figure from oral tradition than a mirror. He reflects a system of rule that values order over consent, control over conscience, and stability over moral approval. And when a leader reaches for such a mirror in an election year, he is telling the country something essential: this will not be a contest of ideas alone, but a contest over who holds power—and how far they are willing to go to keep it.

Bizeemu Then and Now:

 Bizeemu Then and Now:

Uganda has been here before.

In December 1980, the country stood at a crossroads, emerging from the wreckage of Idi Amin’s rule and promising itself a return to civilian governance. What followed instead was an election conducted under the shadow of soldiers, decrees, and quiet exclusions. The Uganda People’s Congress did not simply win; it presided over a process in which many of its rivals never made it to the starting line.

Candidates from opposition parties arrived at nomination centers carrying forms, letters of endorsement, and hope. Many left empty-handed. Some were told their English was insufficient. Others were informed their paperwork was incomplete. In some districts, returning officers simply refused to accept opposition nominations at all. In Tororo, seven Uganda Patriotic Movement candidates were barred without a single vote being cast. Across the country, UPC candidates were returned unopposed, not because they were universally supported, but because no one else was allowed to stand beside them.

No public announcement declared the election rigged. There was no single dramatic act. The system itself did the work quietly.

When results were finally announced, they confirmed what many already knew. The opposition protested. The Democratic Party rejected the outcome. Yoweri Museveni, whose Uganda Patriotic Movement had been largely excluded from the process, did not argue for a recount. He disappeared. Toward the bush.

That disappearance marked the birth of a five-year war and a new path to power — one forged not through ballots, but through bullets.

Nearly four decades later, Ronald Mayinja released a song titled “Bizeemu.” It was not a protest anthem in the traditional sense. It did not shout. It did not name names. Instead, it whispered. Bizeemu — things have gone wrong. The song described a country where laws exist but do not protect, where leaders speak of peace while citizens lower their voices, where truth survives best when disguised as metaphor.

The song resonated because it felt familiar.

In 1980, opposition voices were not silenced with mass arrests alone; they were suffocated through procedure. Today, the methods have evolved, but the feeling remains. Opposition rallies are blocked under the banner of public order. Candidates face arrests, travel restrictions, or endless court appearances. Legal frameworks are invoked not to expand participation, but to manage it.

Then, as now, power does not always arrive wearing boots. Sometimes it arrives holding a stamp.

Uganda’s current electoral climate carries the same tension that hung over the tally centers in 1980 — the sense that outcomes are shaped long before polling day. The language has changed. The justifications are more polished. But the effect is similar: a narrowing political space where competition is permitted only within carefully controlled limits.

Bizeemu is not a call to rebellion. It is a memory encoded in music. It reminds Ugandans that when elections lose credibility, people stop believing in ballots. In 1980, that loss of belief led to war. Today, the consequences are still unfolding — slower, quieter, but no less consequential.

History does not always repeat itself. Sometimes it hums softly in the background, waiting to be recognized.

And that hum, in Uganda, still sounds like Bizeemu.

Coffee from Wild Shrub to Cultivated Crop: Memory, Ritual, and the Moral Archive of the Baganda; part one

 UGANDA LEADS AFRICAN COUNTIRIES IN COFFEE PRODUCATION" 

Coffee, before it became a drink, before it became a cash crop, before Europeans exported it by the ton, existed as something far older, quieter, and more intimate in the cultural memory of the Baganda.

It was never brewed.
It had no aroma rising from a clay pot.
It was never sipped at dawn beside a cooking fire.

Coffee did not belong to the mouth. It belonged to the hand, the oath, the threshold between conflict and reconciliation. It lived not in cups but in palms; not in markets but in moments of consequence. The bean was not consumed for pleasure. It was invoked for meaning.

To understand this earlier life of coffee is to enter a world where objects carried moral weight, where truth was not written down but enacted, and where memory was preserved not in archives but in social consequence. Coffee, in this world, functioned as a moral instrument—one that mediated disputes, sealed agreements, healed fractures, and bore witness to truth. It was not neutral. It judged.

In its earliest life, coffee existed as a wild shrub, growing at the edges of forests, along footpaths, near wetlands and transitional spaces where human settlement gave way to spirit territory. These spaces were liminal zones—places where the visible and invisible were believed to intersect. Coffee thrived there because its role was itself liminal: it stood between accusation and forgiveness, between illness and healing, between war and peace.

The Baganda did not farm coffee in this period. They recognized it. They encountered it. They gathered it deliberately, sparingly, with attention to context and timing. Selection mattered. A cracked bean was discarded. A bruised one was avoided. A seed that had fallen prematurely was considered unreliable. Coffee used for ritual had to be intact—physically whole to symbolize moral wholeness.

Disputes were inevitable. Boundary disagreements, accusations of theft, marital conflict, inheritance questions, broken promises—all surfaced within community life. What distinguished Baganda dispute resolution was not the absence of conflict but the method by which truth was pursued.

When a serious dispute arose, elders convened. These gatherings were public and slow. Each party spoke. Witnesses recalled memory rather than documents. Silence mattered. And at the center lay coffee.

The bean was placed between disputing parties. To lie in the presence of coffee was to invite misfortune. To swear falsely while holding it was to curse oneself and one’s lineage. In this way, coffee functioned as an archive—recording promises not in writing, but in memory and consequence.

Elders observed not only words but demeanor. Hesitation, trembling hands, abrupt speech—these mattered. Truth was embodied. The coffee did not force confession. It invited accountability.

Punishment, when it came, was restorative rather than retributive. Compensation restored harmony. Coffee accompanied reconciliation, chewed slowly to symbolize endurance. Peace, like bitterness, required patience.

Coffee accompanied moments of life and death. At funerals, it reminded the living that death was transition. In inheritance, it anchored memory. In accusations of witchcraft, it restrained reckless speech.

For young men, coffee marked passage into adulthood. Chewing bitterness without complaint signaled readiness for responsibility. Masculinity was discipline, not dominance.

Coffee could not be hoarded. Its power depended on circulation. It belonged to relationships, not individuals. This moral economy directly contradicted later plantation logic.

Colonialism ruptured this world. The British encountered coffee as underutilized land potential. Ritual meant inefficiency. Memory meant disorder. To cultivate coffee was to enclose it. To enclose it was to strip it of moral authority and convert it into property.

Coffee ceased to witness truth. It began to measure productivity. Quotas replaced oaths. Taxes replaced testimony. The whip replaced belief.

Yet memory endured. Elders remembered when coffee judged men without violence. They remembered when truth had weight without coercion.

This chapter recovers that lost archive. Not as nostalgia, but as history.

Before coffee was cultivated, it was trusted.
Before it was sold, it was sworn upon.
Before it was weighed, it was remembered. The wild shrub remembers.

Thank you so reaching the end.

I am Jeremy Jjemba! Chao! 

10 key attributes and contributions for a beginning soccer coach

 

As a soccer coach, there are numerous qualities and skills you can bring to the table to ensure the success and development of your team. Here are some key attributes and contributions you can offer:

1. Tactical Knowledge and Expertise

• Understanding of the Game: Deep knowledge of soccer tactics, formations, and strategies.
• Adaptability: Ability to adjust tactics based on the strengths and weaknesses of your team and opponents.
• Innovative Approaches: Incorporating modern tactics and innovative ideas to stay ahead of the competition.

2. Leadership and Motivation

• Inspiring Players: Motivating players to perform at their best and fostering a positive team spirit.
• Conflict Resolution: Managing conflicts within the team effectively to maintain harmony.
• Setting Examples: Leading by example in terms of work ethic, discipline, and professionalism.

3. Player Development

• Technical Skills: Improving players' technical abilities such as dribbling, passing, shooting, and defending.
• Physical Conditioning: Implementing training programs to enhance players' fitness, strength, and agility.
• Mental Toughness: Developing players' mental resilience and ability to handle pressure.

4. Communication Skills

• Clear Instructions: Providing clear and concise instructions during training sessions and matches.
• Feedback and Encouragement: Offering constructive feedback and positive reinforcement to help players improve.
• Listening Skills: Being open to players' feedback and fostering open communication within the team.

5. Team Management

• Team Selection: Making informed decisions about team selection and substitutions to maximize performance.
• Rotation and Rest: Managing player rotations and rest to prevent injuries and maintain peak performance.
• Role Clarity: Ensuring each player understands their role and responsibilities within the team.

6. Game Preparation

• Scouting Opponents: Analyzing opponents’ strengths, weaknesses, and tactics to prepare your team effectively.
• Match Planning: Developing detailed match plans, including set-piece strategies and contingency plans.
• Pre-Match Briefings: Conducting thorough pre-match briefings to ensure players are well-prepared and focused.

7. Post-Match Analysis

• Performance Review: Analyzing match performances to identify areas of improvement.
• Video Analysis: Utilizing video footage to highlight key moments and learning opportunities.
• Individual Feedback: Providing individual feedback to players based on their performance.

8. Administrative Skills

• Organizational Skills: Efficiently managing training schedules, team logistics, and other administrative tasks.
• Compliance: Ensuring compliance with league regulations and codes of conduct.
• Liaison: Acting as a liaison between players, club management, and other stakeholders.

9. Continuous Learning

• Professional Development: Keeping up-to-date with the latest coaching methodologies and attending coaching courses.
• Adaptability: Being open to new ideas and willing to adapt your coaching style as needed.

10. Building Team Culture

• Values and Ethics: Instilling values such as teamwork, respect, and sportsmanship.
• Inclusivity: Promoting an inclusive environment where every player feels valued and supported.
• Team Bonding: Organizing team-building activities to strengthen relationships among players.

By bringing these attributes and skills to the table, you can create a positive and successful environment for your soccer team, helping players reach their full potential and achieve collective goals.

 

A POEM FOR THE DAY: Pain's sting !

To Mother: 

Pain's stings still remain.

Time passes and the realms of truths blurs.

Perceptions sway.

No side is sure. No side is clear.

Amidst this swirling wind.

One thing stands stark.

Truth!

Truth wears a subjectivity cloak.

Truth is nothing but subjective whispers that cloud the air.

Objective to reality,

Pain stands the only objective certain to no sparing.

Every heartbeat,

Pain's sting remains ever directive.

What am I?

Whose Child was I in my younger days?

No one’s!

Mama been dead.

Pops was a rolling stone over yonder.

Pain's sting remains.

Relentless, beyond compare.

Reflecting on My Journey Towards Becoming an Educational Leader

 

As I look back on my experience in the program, I can't help but appreciate the transformation and growth I've experienced. The journey of becoming an educational leader has been marked by significant moments of learning, self-discovery, and a deepening commitment to social justice and advocacy. In this reflection, I'll delve into the key areas that have shaped my journey and explore the development of my professional identity.  One of the most impactful aspects of my learning journey was the fieldwork I completed during this program. It exposed me to diverse perspectives and challenged my preconceived notions about education leadership. Working closely with my field supervisor, I confronted the complexities of leadership in education. It was an eye-opening experience that pushed me to question my existing ideas about leadership, particularly in the context of K-12 education. Through my fieldwork, I realized that educational leadership is not solely about top-down decision-making but involves listening, understanding, and collaboration with various stakeholders to bring about meaningful change. I found myself reevaluating the effectiveness of traditional advocacy methods and being encouraged to explore innovative, inclusive approaches. The most enlightening part of this journey has been the exchange of insights with my fellow classmates and the guidance provided by our instructors. Weekly discussions on our shared board became a forum for sharing diverse experiences and perspectives. This was both a challenging and enriching experience, as it forced me to question my preconceived notions. While it was uncomfortable at times, this process ultimately contributed to my growth as a collaborative instructional leader. I also gained self-awareness, recognizing my strengths and areas where I needed improvement, such as active listening and time management for completing assignments and projects.

 

 

In my educational leadership field, presenting oneself to K-12 learners is more than just a role; it's a commitment to being an approachable, empathetic, and culturally sensitive role model. It's about embodying professional integrity, fostering respect, and creating an inclusive and safe learning environment. Being approachable means creating an atmosphere where students feel comfortable seeking assistance and sharing their concerns. It's about having an open-door policy, active listening, and a genuine interest in students' well-being. Through this, I aim to acknowledge and respect the unique needs of each student, making them feel valued and respected. Empathy is equally vital in my role. It means understanding and connecting with the emotional and social challenges that students face, which can significantly impact their academic and personal growth. Empathy enables me to offer personalized support, ensuring that no student feels isolated or misunderstood. It fosters a sense of trust and belonging in the learning environment. Cultural sensitivity is another essential aspect. Given the diverse backgrounds of students, I strive to respect and celebrate the various cultures and perspectives within the classroom. Creating an inclusive atmosphere involves acknowledging and valuing these differences, integrating diverse perspectives into the curriculum, and promoting cross-cultural understanding.

 

Professional integrity is the foundation upon which trust is built. Upholding the highest ethical standards ensures that students have a role model they can trust. Demonstrating professional integrity in both my words and actions is paramount to my identity as an educational leader. Coordinating work with other professionals, such as educators, counselors, and specialists, is crucial for enhancing student learning. This collaboration involves open communication, sharing insights, strategies, and resources to better support students' academic and emotional needs. In my educational journey, I've come to realize that working in isolation can limit the impact I have on student outcomes. Collaboration with my colleagues has been instrumental in shaping my approach to educational leadership. By sharing best practices and insights, we can collectively provide a more comprehensive and effective support system for our students. The coordination enhances student learning by ensuring that students receive holistic support that addresses both their academic and emotional needs.

 

Living out my professional identity in the larger community involves going beyond the classroom and actively participating in coaching, volunteering, community outreach, and advocacy for educational equity at the local level. I understand that my role as an educational leader extends beyond the walls of the school. It encompasses contributing to the broader mission of education and social justice in society. Through coaching and volunteering, I aim to mentor and support students outside the traditional classroom setting. My involvement in community outreach allows me to connect with local organizations and initiatives that promote education and social justice. Advocating for educational equity at the local level means actively participating in discussions and initiatives that address disparities in access to educational resources and opportunities. These actions are integral to my professional identity, and they align with my commitment to social justice in education.

 

 

Social justice, to me, means striving for fairness, equity, and the protection of the rights of all individuals, regardless of their background or circumstances. It involves addressing and rectifying disparities and inequalities that exist in society.

 

In my work and volunteer settings, I have witnessed inequities, particularly concerning unequal access to educational resources and opportunities for underprivileged students. These disparities highlight the urgent need for social justice advocacy in education. The students I've worked with have different backgrounds and needs, and it is essential to advocate for policies and practices that ensure they all have a fair chance at success. Through this program, I've learned that a professional who advocates for social justice plays a pivotal role in raising awareness, implementing inclusive policies, and working towards equal educational opportunities for all students. Advocacy for social justice involves not only recognizing existing disparities but actively working to eliminate them. I've come to understand that advocacy is not limited to words; it also involves acting, promoting inclusive policies, and creating an environment that fosters equal opportunities for all.

 

In my community and educational setting, key individuals who are critical to my success in translating my ideas about social justice into practice include the school principal, fellow educators, and local community leaders. Collaborating with these individuals is essential for creating meaningful change. The school principal sets the tone for the institution and plays a pivotal role in implementing policies that promote social justice in education. Fellow educators share the same goals and challenges, making them crucial allies in advocating for change. Local community leaders can provide valuable resources, support, and insights into addressing the specific needs of the community. Collaborating with these key figures enhances the effectiveness of my advocacy efforts and contributes to the broader goal of social justice in education.

 

Professional ethical codes are integral to my personal mission and professional identity. They guide my actions and decisions as an educational leader. Codes of ethics promote the values of honesty, integrity, respect, and fairness. Maintaining Confidentiality: Confidentiality is paramount in the educational setting. Respecting and protecting students' personal information is not only an ethical obligation but also essential for creating a trusting and safe environment. Upholding this aspect of the code ensures that students and their families can have confidence in the school and its professionals. Respecting Diverse Perspectives and Backgrounds: This code emphasizes the importance of valuing and respecting the diverse perspectives, backgrounds, and experiences of students and colleagues. It aligns with my commitment to cultural sensitivity and inclusion. Respecting diversity is not only an ethical obligation but also a means of creating an enriched and inclusive learning environment. Based on my reflection, I've identified an area where I aim to focus and improve further. Therefore, I'm creating a SMART goal to guide my professional growth.

 

 

 

 

 

The case for Term Limits in Uganda: A Path Towards Democratic Stability

The case for Term Limits in Uganda: A Path Towards Democratic Stability 

Term limits play a crucial role in ensuring a vibrant and stable democracy. In Uganda, the subject of term limits has been a topic of considerable debate. Previously, the Constitution of Uganda allowed for a maximum of two five-year terms for the presidency. However, there were forces to amend this provision to allow for an extension of the presidential term limits to life.

 

Supporters argued that extending term limits would provide stability and continuity, allowing leaders to implement long-term policies. However, proponents of term limits emphasize the importance of safeguarding democratic principles. Term limits promote regular leadership changes, preventing the concentration of power and fostering a healthy political environment.

 

Uganda's history illustrates the dangers of prolonged leadership. By imposing term limits, the nation can foster a more inclusive political landscape, enabling fresh ideas and new voices to emerge. Moreover, term limits encourage a peaceful transition of power and discourage authoritarian tendencies.

 

By upholding term limits, Uganda can bolster its democratic institutions, enhance political accountability, and ensure that leaders remain responsive to the needs of the people. It is through term limits that Uganda can strengthen its democratic foundations and secure a brighter future for its citizens.

JKJ1022