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 paper assesses the Ugandan policy on science education and its implications for girls‟ access to higher education. The rationale behind this policy was to build capacity in the field of science in Uganda. Consequently, ...

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 ...

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 ...

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 ...

Landau (1991: 217) stipulates that 'usage refers to any or all uses of language'. It is the study of good, correct, or standard uses of language as distinguished from bad, incorrect, and nonstandard uses of language. Usage ...

This study departs from the overriding focus on textbooks, which disregards how readers take them up. Informed by feminist post-structural theory, I analyse the construction of gender in children's fiction texts used in a ...

Informed largely by Affect theory (2004), this paper takes up ‘reflexivities of discomfort’ to reflexively engage with my affective struggles as a Christian, heterosexual, mother, educator, undertaking a study on ...