Lydia Namatende-Sakwa
Biographic Data
| ID | 296452 |
|---|---|
| NAME | Lydia Namatende-Sakwa |
| GIVEN NAMES | Lydia |
| FAMILY NAME | Namatende-Sakwa |
| SIGNATURE | NAMATENDE-SAKWA L |
| AFFILIATIONS | Uganda Martyrs University |
| ORCID | 0000-0003-3550-4869 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
This is like a church - You come with an offering
This reflective article centres on the controversy surrounding the practice of compensating research participants, drawing on insights gained from data collection experiences in rural, non-affluent schools in Kenya. The practice of going to the field 'empty-handed' is explored, shedding light on participants' reactions. To comprehend the foundational issues embedded in our field experiences, we employ perspectives from decolonial and post-colonia…
Wiping the Smudge off the Window
In this narrative, the author shares her painful journey, having left a young family—husband, and children (two and a half months, four, and two years old), to pursue a PhD in the UK. Her encounters with racism interweaved with feelings of guilt for leaving her family paint a picture of precariousness informed by identity markers of race, sex and class
Are Progressive Texts Necessarily Disruptive? Investigating Teacher Engagement with Gendered Textbooks in Ugandan Classrooms
Background Undergirding the dominant research focus on gender representation in textbooks is the assumption that making texts progressive in their construction of gender is a panacea for equality in the classroom. As this study demonstrates, however, textbooks containing traditional representations of gender can be used to challenge biases, while textbooks with progressive representations can be undermined. This suggests that “fixing” gender in t…
Gendering’ the text through implicit citations of gendered discourses
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 New York City elementary school. First, I demonstrate that while the children's fiction texts were explicitly female dominated and/or progressive in their construction of gender, a feminist post-structural discourse reading illu…
Gender Representation in Learning Materials
Gender Representation in Learning Materials: International Perspectives Edited by Sara Mills and Abolaji S. Mustapha (2015) New York: Routledge, 247pp
Networked texts
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 visible and countable, overlooks how power works explicitly and implicitly through discourse to produce specific gendered subjectivities. In taking up feminist post-structuralisms, this study contributes to textbook studies w…
Madam, are you one of them?’ ‘Reflexivities of discomfort’ in researching an ‘illicit’ subject
Informed largely by Affect theory (2004), this paper takes up ‘reflexivities of discomfort’ to reflexively engage with my affective struggles as a Christian, heterosexual, mother, educator, undertaking a study on homosexuality, which is a thorny issue in Uganda. It a methodological prologue, reflecting my thoughts and struggles before I undertake the study. My purpose is not to find solutions, but to lay bare some anxieties and ambivalences, also…
Dude you're a fag
CHERI JO PASCOE, 2011 (second revised edition) Berkeley: University of California Press, 227 pp, ISBN 978-0520271487, £18.00 (paperback) Through a picturesque ethnographic description, Pascoe's Dud
Gendering’ the text through implicit citations of gendered discourses
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 New York City elementary school. First, I demonstrate that while the children's fiction texts were explicitly female dominated and/or progressive in their construction of gender, a feminist post-structural discourse reading illu…
Networked texts
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 visible and countable, overlooks how power works explicitly and implicitly through discourse to produce specific gendered subjectivities. In taking up feminist post-structuralisms, this study contributes to textbook studies w…
Madam, are you one of them?’ ‘Reflexivities of discomfort’ in researching an ‘illicit’ subject
Informed largely by Affect theory (2004), this paper takes up ‘reflexivities of discomfort’ to reflexively engage with my affective struggles as a Christian, heterosexual, mother, educator, undertaking a study on homosexuality, which is a thorny issue in Uganda. It a methodological prologue, reflecting my thoughts and struggles before I undertake the study. My purpose is not to find solutions, but to lay bare some anxieties and ambivalences, also…
Dude you're a fag
CHERI JO PASCOE, 2011 (second revised edition) Berkeley: University of California Press, 227 pp, ISBN 978-0520271487, £18.00 (paperback) Through a picturesque ethnographic description, Pascoe's Dud
Dude you're a fag
CHERI JO PASCOE, 2011 (second revised edition) Berkeley: University of California Press, 227 pp, ISBN 978-0520271487, £18.00 (paperback) Through a picturesque ethnographic description, Pascoe's Dud
Gender Representation in Learning Materials
Gender Representation in Learning Materials: International Perspectives Edited by Sara Mills and Abolaji S. Mustapha (2015) New York: Routledge, 247pp
Networked texts
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 visible and countable, overlooks how power works explicitly and implicitly through discourse to produce specific gendered subjectivities. In taking up feminist post-structuralisms, this study contributes to textbook studies w…
Madam, are you one of them?’ ‘Reflexivities of discomfort’ in researching an ‘illicit’ subject
Informed largely by Affect theory (2004), this paper takes up ‘reflexivities of discomfort’ to reflexively engage with my affective struggles as a Christian, heterosexual, mother, educator, undertaking a study on homosexuality, which is a thorny issue in Uganda. It a methodological prologue, reflecting my thoughts and struggles before I undertake the study. My purpose is not to find solutions, but to lay bare some anxieties and ambivalences, also…
Gendering’ the text through implicit citations of gendered discourses
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 New York City elementary school. First, I demonstrate that while the children's fiction texts were explicitly female dominated and/or progressive in their construction of gender, a feminist post-structural discourse reading illu…
Are Progressive Texts Necessarily Disruptive? Investigating Teacher Engagement with Gendered Textbooks in Ugandan Classrooms
Background Undergirding the dominant research focus on gender representation in textbooks is the assumption that making texts progressive in their construction of gender is a panacea for equality in the classroom. As this study demonstrates, however, textbooks containing traditional representations of gender can be used to challenge biases, while textbooks with progressive representations can be undermined. This suggests that “fixing” gender in t…
Wiping the Smudge off the Window
In this narrative, the author shares her painful journey, having left a young family—husband, and children (two and a half months, four, and two years old), to pursue a PhD in the UK. Her encounters with racism interweaved with feelings of guilt for leaving her family paint a picture of precariousness informed by identity markers of race, sex and class
This is like a church - You come with an offering
This reflective article centres on the controversy surrounding the practice of compensating research participants, drawing on insights gained from data collection experiences in rural, non-affluent schools in Kenya. The practice of going to the field 'empty-handed' is explored, shedding light on participants' reactions. To comprehend the foundational issues embedded in our field experiences, we employ perspectives from decolonial and post-colonia…
Sociology (8 works) · Gender Studies (6 works) · Gender Roles and Identity Studies (5 works) · Psychology (4 works) · Gender Studies (3 works) · Gender Studies in Language (3 works) · Linguistics (3 works) · Pedagogy (3 works) · Political science (3 works) · Social Psychology (3 works)