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dc.contributor.authorJones, Shelley
dc.date.accessioned2019-08-21T15:08:29Z
dc.date.available2019-08-21T15:08:29Z
dc.date.issued2019
dc.identifier.citationJones, 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/langandlit29440en_US
dc.identifier.urihttps://doi.org/10.20360/langandlit29440
dc.identifier.urihttps://viurrspace.ca/handle/10613/15504
dc.identifier.urihttp://dx.doi.org/10.25316/IR-7921
dc.descriptionAuthors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.en_US
dc.description.abstractThis 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.en_US
dc.language.isoenen_US
dc.publisherLanguage and Literacyen_US
dc.subject.lcshUganda
dc.subject.lcshGender
dc.subject.lcshTeaching
dc.titleEducators’ explorations with gender performativities and orientations: A participatory action research project in West Nile sub-region, Ugandaen_US
dc.typeArticleen_US
dc.identifier.doi10.20360/langandlit29440en


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