Channeling Literacy Learning into Everydayness: Northern Ugandan Women Language Peace

Authors

Madina Djuraeva, University of Nebraska at OmahaFollow
David Monk, Gulu UniversityFollow
Sara Ann Beach, University of OklahomaFollow
Rosemary Nyirumbe, Santa Monica Girls' SchoolFollow

Author ORCID Identifier

0000-0002-7414-1426

Abstract

This study contributes to the literacy scholarship by exploring the motivations for literacy learning of adult women in Northern Uganda, connecting to current trends in language and literacy studies and education in post-conflict contexts that center the peacebuilding potential of language, literacy, and women. To understand women’s motivations and the ways peace is languaged through their narrative, we adopt a chronotropic lens to the analysis of the embodied discourse. We showcase the analysis of the findings that reflect the larger research corpora of 24 focus group participants that were interviewed on the campuses of their vocational school in Northern Uganda. We argue that by understanding what motivates the women to pursue literacy education, we can also account for the ways these motivations are discursively constructed through peace in their positionalities as mothers, businesswomen, or community leaders. We conclude with the discussion of implications of this work for research and practice.

Recommended Citation

Djuraeva, Madina; Monk, David; Beach, Sara Ann; and Nyirumbe, Rosemary (2026) "Channeling Literacy Learning into Everydayness: Northern Ugandan Women Language Peace," Journal of Curriculum, Teaching, Learning and Leadership in Education: Vol. 11: Iss. 1, Article 1.
Available at: https://digitalcommons.unomaha.edu/ctlle/vol11/iss1/1