Now showing items 1-5 of 5
‘Talk what others think you can’t talk’: HIV/AIDS clubs as peer education in Ugandan schools
The clubs will do peer education; the clubs will be a forum for affected students to share their experiences. (HIV/AIDS Technical Advisor, Ministry of Education, 4 October 2004) The clubs extend what we do in the ...
The construction of gender in Ugandan English textbooks: a focus on gendered discourses
(Taylor and Francis, 2018)
Informed by a feminist post-structural framework, this study departs from the overriding emphasis on explicit constructions of women in textbooks. It focuses on culturally implicit knowledge and/or gendered discourses ...
Networked texts: discourse, power and gender neutrality in Ugandan physics textbooks
(Taylor and Francis, 2018-11-15)
Research within science textbooks has dominantly focused on examining explicit representations of women and men using quantitative methodology. The assumption that gendered arrangements are necessarily explicit and therefore ...
The representation of gender in English textbooks in Uganda
(Taylor and Francis, 2012-06-29)
The central role played by textbooks in children’s education in developing countries has been highlighted previously in this journal. This paper reports on how an English-language textbook used commonly in Ugandan secondary ...
From the classroom to the hospital ward: Dr Lydia Namatende-Sakwa on gender mainstreaming in Uganda
My interest in gender equity was largely shaped by my experience as a young English teacher in a co-educational secondary school in Uganda. I completed both my primary and secondary education in single-sex schools which ...