Tina Aciro

Tina Aciro

Assistant Lecturer


Ms Tina Aciro is a dedicated and self-driven academic with a strong foundation in History and expanding research trajectory. She is currently pursuing a Doctor of Philosophy (PhD) in Humanities (History). Her academic work is driven by the commitment to rigorous scholarship, critical historical inquiry, and advancement of teaching and research mandate. Currently she is part time Assistant Lecturer of History since 2020.
Her scholarship spans environmental, epistemic, and transitional justice, with a growing specialization in refugee governance and forced migration in Africa. Through historically grounded analysis, her work interrogates the evolution of refugee policy frameworks, institutional transformations, and the broader dynamics of sovereignty and humanitarianism. By foregrounding African experiences within global justice discourse, she contributes to ongoing debates on the historical foundations of contemporary displacement governance.

Qualifications

Institution Period Degree obtained
 

Gulu University

 2024 Master of Arts in History
 

Gulu University

 2020 Bachelor of Arts Education
   

Research Interests

Refugee Governance

Environmental Justice

Epistemic Justice

Transitional Justice

Historical Policy Analysis

Publications

Aciro, T., Alidri, A., Nuwategeka, E., & Lajul, W. (2025). . (2025) . A critical analysis of western environmental knowledge as a neocolonial strategy: The case of Uganda . Journal of Agricultural and Environmental Education, [online] Volume 4(2). Available at: https://ir.gu.ac.ug/items/d78b7872-db88-4749-9b73-d4ca9f6cfb98
Isingoma, B., Milligan, L, O., Mirembe, D. D., Aciro, T., and Nuwategeka, E. (2025). . (2025) . Violence in Uganda’s English-only-medium secondary schools: Advancing multilingual education for reparative futures , pp. 28-11
Milligan, L. O., Isingoma, B., Aciro, T., Mirembe, D. D., Krause, N., & Nuwategeka, E. (2024) . (2024) . Learners’ everyday experience of violence of violence in English medium secondary education in Uganda . Global Social Challenges Journal, pp. 1-18
. (2024) . Conflicted epistemologies in secondary school environmental education: Implications for sustainable climate action in Uganda

Projects

BSU IV: Life long Learning and Hybrid Learning
    Dr. Okumu John Bismarck, Prof. Okumu Charles Nelson, Dr. Alidri Agatha, Simon Okello - Research Assistant

Supervision

More Information

Her academic work has been supported through competitive research funding, including a four-year PhD scholarship under Building Stronger Universities, Phase IV, funded through DANIDA in collaboration with Gulu University (effective August 2024), as well as a Master’s research grant awarded under the Consolidating Early Career Academic Programme (CECAP), funded by the Carnegie Corporation of New York in partnership with Makerere University.
She has engaged in international academic collaboration and curriculum development initiatives that advance justice-oriented education and historical scholarship. In collaboration with the University of Bath (UK), University of Bristol (UK), the Group for the Analysis of Development (Peru), and Tribhuvan University (Nepal), she participated in the development of a teacher trainer resource book aimed at integrating transitional, environmental, and epistemic justice into secondary education curricula.
She has also served as a departmental member in the ongoing-development of the Bachelor of Museum and Heritage Studies programme at Gulu University, contributed to the design of the eHistory course at Makerere University (2022–2023), and participated in the curriculum review of the Bachelor of Arts Education (History) programme within the Faculty of Education and Humanities