Educators’ Explorations with Gender Performativities and Orientations: A Participatory Action Research Project in West Nile Sub-Region, Uganda

  • Shelley Jones Royal Roads University

Abstract

This paper discusses findings from a feminist participatory action research study conducted in the West Nile region of Northern Uganda with a group of 35 educators who attended a one-week intensive professional development course focused on promoting gender equality in schools. Through a theoretical and methodological framework of multiliteracies and multimodality, gender constructs were “exposed” (Butler, 1988) and “disoriented” (Ahmed, 2006), opening new spaces for the promotion of gender equality, as well as pedagogical approaches to literacy that the participants could integrate into their own teaching practice to facilitate transformative learning in their own school contexts.

Author Biography

Shelley Jones, Royal Roads University

Dr. Shelley Jones is Associate Professor and Head of the International Year One and the Bachelor of Interdisciplinary Studies programs at Royal Roads University.  Shelley has extensive teaching and experience at all levels (pre-primary to tertiary) in diverse international contexts (Uganda, Tanzania, Uganda, Canada, England, and Japan). Shelley’s research is focused primarily in the areas of gender and education, girls and women’s empowerment, language and literacy, and teacher education. Prior to joining Royal Roads University in 2015, Shelley held the position of Associate Professor at the Aga Khan University-Institute for Educational Development, East Africa (Tanzania) (2013-2015), and Assistant Professor at the State University of New York, College at Potsdam (2009-2013), and was a sessional instructor at the University of British Columbia. Shelley earned her PhD through the Department of Language and Literacy at the University of British Columbia.

Published
2019-01-07
How to Cite
Jones, S. (2019). Educators’ Explorations with Gender Performativities and Orientations: A Participatory Action Research Project in West Nile Sub-Region, Uganda. Language and Literacy, 20(4), 55-77. https://doi.org/10.20360/langandlit29440