DrElgidius Ichumbaki
Visiting Associate Professor
School of Archaeology
Orcid identifier0000-0001-9841-1753 (opens in a new tab)
- Visiting Associate ProfessorSchool of Archaeology
- +255713860875 (Mobile)
- University College Dublin, School of Archaeology
RESEARCH INTERESTS
As a teacher and researcher, I am committed to combining interdisciplinary research and classroom teaching as the ideal training. My research and teaching embrace cross-, multi-disciplinary, and interdependence. I characterise both my theoretical and empirical research as embracing interdisciplinary definitions. The future and viability of Heritage Studies lie in forging closer collaborations that cross disciplinary boundaries. When scholars from disciplines such as archaeology, anthropology, history, biology, language, and literature work together on a specific topic from different vantage points, they enrich the understanding of the past and future of our cultural diversity and its attendant problems. As heritage personnel, archaeologist, music composer and producer, I embrace interdisciplinary and interdependent research that create and foster new ways of learning and knowing.
Heritage is an empirical discipline requiring the methodology of long-term field research. I have always believed that the classroom setting must complement field experience as part of any humanistic and arts training. I have abundant classroom experience teaching undergraduates and graduate students and supervising postgraduate students.
My research interest and philosophy emanates from my upbringing and family history. I was born in a polygamous family—my father had seven wives, and my mother was the last wife. Although every wife had her own house, we all lived in the nearby compound and shared many facilities. My father, the late Ichumbaki, maintained peace and harmony among his seven wives and thirty-seven children. As part of this accomplishment, he gave his wives and children a chance to explain their likes and dislikes openly. Meetings to discuss family issues took place under a tree that still exists today on our farm. According to my father, the tree heard and recorded all the meetings’ proceedings. He insisted that whoever would go against the meeting deliberations would face life problems. Due to such cultural construction, our father did maintain peace among his wives and children.
Indeed, my father did not only use customs and traditions to discipline children and maintain peace and harmony among his wives and children but also allowed everyone self-expression. Family members continued to live harmoniously not because they feared the punishment, they could get from the spirits but because they had the opportunity to express what they liked and disliked about the time between one meeting and another. As a son of the last wife—a disadvantaged family member—I benefited greatly from this technique. I got the opportunity to interact with both my stepmothers and senior brothers and sisters. More importantly, I got to be listened to and guided when I wanted to know more about our family history. This freedom I enjoyed during childhood and teenager-hood motivated me to study BA Culture and Heritage to understand further how a ‘tree’ listened and recorded meeting proceedings.
This family history and upbringing are what continue to shape my research and teaching philosophy. I believe all researchers and students have unique thinking which needs no interference but shaping for growth. I consider a friendly study environment (refer to my family’s meetings under the tree) that stimulate freedom to express ideas and provide personal views important in my teaching career. I am open for students to provide their ideas/thinking and find solutions for the risks they encounter in their learning environment. To achieve and maintain this philosophy, I believe in 1) allowing interests to determine choices; 2) encouraging a hands-on learning process—practical-based teaching and/or learning; 3) creating friendly and safe learning environments; 4) promoting both individuality and togetherness that cultivate personal skills and develop them to fruition, styles notwithstanding. Generally, my teaching (and learning) practice is guided by an open mind with new positive expectations from students. I believe this philosophy will make me learn new things (from students) and grow educationally as I continue engaging learners and educators.
Heritage is an empirical discipline requiring the methodology of long-term field research. I have always believed that the classroom setting must complement field experience as part of any humanistic and arts training. I have abundant classroom experience teaching undergraduates and graduate students and supervising postgraduate students.
My research interest and philosophy emanates from my upbringing and family history. I was born in a polygamous family—my father had seven wives, and my mother was the last wife. Although every wife had her own house, we all lived in the nearby compound and shared many facilities. My father, the late Ichumbaki, maintained peace and harmony among his seven wives and thirty-seven children. As part of this accomplishment, he gave his wives and children a chance to explain their likes and dislikes openly. Meetings to discuss family issues took place under a tree that still exists today on our farm. According to my father, the tree heard and recorded all the meetings’ proceedings. He insisted that whoever would go against the meeting deliberations would face life problems. Due to such cultural construction, our father did maintain peace among his wives and children.
Indeed, my father did not only use customs and traditions to discipline children and maintain peace and harmony among his wives and children but also allowed everyone self-expression. Family members continued to live harmoniously not because they feared the punishment, they could get from the spirits but because they had the opportunity to express what they liked and disliked about the time between one meeting and another. As a son of the last wife—a disadvantaged family member—I benefited greatly from this technique. I got the opportunity to interact with both my stepmothers and senior brothers and sisters. More importantly, I got to be listened to and guided when I wanted to know more about our family history. This freedom I enjoyed during childhood and teenager-hood motivated me to study BA Culture and Heritage to understand further how a ‘tree’ listened and recorded meeting proceedings.
This family history and upbringing are what continue to shape my research and teaching philosophy. I believe all researchers and students have unique thinking which needs no interference but shaping for growth. I consider a friendly study environment (refer to my family’s meetings under the tree) that stimulate freedom to express ideas and provide personal views important in my teaching career. I am open for students to provide their ideas/thinking and find solutions for the risks they encounter in their learning environment. To achieve and maintain this philosophy, I believe in 1) allowing interests to determine choices; 2) encouraging a hands-on learning process—practical-based teaching and/or learning; 3) creating friendly and safe learning environments; 4) promoting both individuality and togetherness that cultivate personal skills and develop them to fruition, styles notwithstanding. Generally, my teaching (and learning) practice is guided by an open mind with new positive expectations from students. I believe this philosophy will make me learn new things (from students) and grow educationally as I continue engaging learners and educators.