The learning experience of widowhood experience in Uganda : a case study of Ntinda Catholic Comunity

Abstract

Widowhood entails profound emotional, social, and economic disruptions that compel individuals to navigate unfamiliar roles and identities. In Uganda, these challenges are often intensified by cultural expectations, social stigma, and limited institutional support, particularly for women. This qualitative case study examines how widowed adults in the Ntinda Catholic Community in Kampala learn to cope with and adapt to the realities of widowhood. The study was guided by three objectives: to identify the primary challenges and shocks experienced during widowhood; to examine how widows and widowers navigate these challenges; and to investigate the role of the church community in supporting their adaptation. Data were collected through in-depth interviews with widows, widowers, and key informants, as well as a focus group discussion. Purposive sampling was used, and the data were analyzed thematically. The study is grounded in Transformative Learning Theory and Social Learning Theory, highlighting how widowhood serves as a catalyst for reflection, skill acquisition, and personal growth. The findings show that while participants face emotional grief, financial strain, social isolation, and cultural pressures, they also engage in informal learning through faith practices, peer support, and church activities. The 2024 Uganda census reports a national population of 45.9 million (51% female, 49% male), but disaggregated data on widowhood are unavailable. In the absence of formal government-run widowhood support centers, faith-based organizations and community groups serve as critical learning environments that foster resilience and empowerment. The study concludes that widowhood is not solely a period of loss but a dynamic process of adult learning and transformation. It underscores the need to integrate psychosocial support, peer learning, and economic empowerment into community-based interventions. The findings have important implications for Adult and Community Education, particularly in designing responsive educational strategies for marginalized and bereaved populations.