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Teaching for Social Justice in Northern Uganda: The Case of Mission Girl's School.

Kaburu, Gilbert
http://rave.ohiolink.edu/etdc/view?acc_num=osu1404217879

Abstract Details

2014, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
Over a decade since the introduction of the Universal Primary Education (UPE) and the initiation of Education for All (EFA), access to quality education continues to be a social justice concern for educationists and other stakeholders in Uganda. And while the Uganda government considers social justice a key objective of basic education, there is little research that examines what this means in classroom practices. Further, research on educational development in Uganda is often presented using large-scale quantitative comparative data, leaving a void of in-depth qualitative research about how teachers perceive and negotiate social justice in their classrooms. This two year critical ethnographic study fills that void by focusing on the perceptions and practices of twelve primary school educators at a girls’ school in northern Uganda, with education stakeholders in the community as a secondary source. The study employed a critical theoretical framework and relied on narrative interviews, classroom observations and documents to highlight the voices of the teachers and examine how they apply social justice. The findings indicate that rather than approach social justice through an inductive idealistic lens, participants’ perceptions of social justice were grounded in the deductive realm and they understood social justice through a realist lens using concrete experiences of social injustices social injustices at the societal, professional and classroom level. Further, their application of social justice beliefs in their pedagogical practices was more subtle and complex, and mediated by the social and economic conditions in which they lived and worked. Conclusively, any initiatives on quality education and social justice need to address the complex nature of educational policy implementation, include teachers’ voices and consider the social and material conditions that are contextually grounded and perpetuate injustice.
Cynthia Tyson (Advisor)
203 p.
African Studies; Education Policy; Educational Evaluation; Elementary Education; Social Research
universal primary education; teaching and learning; social justice; Sub Saharan Africa

Recommended Citations

Citations

  • Kaburu, G. (2014). Teaching for Social Justice in Northern Uganda: The Case of Mission Girl's School. [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404217879

    APA Style (7th edition)

  • Kaburu, Gilbert. Teaching for Social Justice in Northern Uganda: The Case of Mission Girl's School. 2014. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1404217879.

    MLA Style (8th edition)

  • Kaburu, Gilbert. "Teaching for Social Justice in Northern Uganda: The Case of Mission Girl's School." Doctoral dissertation, Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404217879

    Chicago Manual of Style (17th edition)

osu1404217879
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© 2014, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.