Now showing items 1-5 of 5
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 ...
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 ...
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 ...
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 ...
‘Gendering’ the text through implicit citations of gendered discourses: the construction of gender and teacher talk around children’s fiction
(Equinox Publishing Ltd, 2019-04-08)
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 ...