Shelley Jones
Biographic Data
| ID | 4190486 |
|---|---|
| NAME | Shelley Jones |
| GIVEN NAMES | Shelley |
| FAMILY NAME | Jones |
| SIGNATURE | JONES S |
| AFFILIATIONS | Aga Khan University |
| ORCID | 0000-0002-2589-4376 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 17 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Women to Women Research for Economic Empowerment in Uganda: A Feminist Participatory Action Research Project
This paper reports on a two-tiered Feminist Participation Action Research (FPAR) study which involved Participant Researchers (PRs) - a cohort of Ugandan women- in conducting research with successful Ugandan businesswomen to support the PRs' own aspirations of owning their own businesses, and the Principal Investigator (PI) in investigating the PRs’ research processes and experiences. This project constituted the fifth stage of a longitudinal stu…
The Shadow Pandemic of Adultified Adolescent Mothers in Uganda
In Uganda, COVID-19 fueled a surge in teenage pregnancies and motherhood, a phenomenon widely described as the shadow pandemic. Prolonged school closures (2020 to 2021) intensified gender-based adultification—the premature burdening of girls with adult responsibilities. Deep-seated cultural perceptions of adolescent girls as mature women heightened their risk of exploitation, early pregnancy, and forced motherhood. Drawing on a Feminist Participa…
Storying gender equality in Northwest Uganda: Educators develop contextually- and culturally responsive stories in professional development courses
Although gender equality is a stated goal of Ugandan national educational policies and curricula, cultivating gender equality in schools requires gender-responsive pedagogical approaches as well as Learning and Teaching Resource Materials (LTRMs). This paper reports on a research project conducted with a group of in-service, pre-primary and primary educators in Northwest Uganda during two week-long professional development workshops. Using a qual…
Intersections of Mother Tongue-Based Instruction, Funds of Knowledge, Identity, and Social Capital in an Ugandan Pre-School Classroom
This article reports on a collaborative action research project, conducted in a pre-primary school in South Central Uganda, which explores the opportunities for children to draw upon and integrate their home and community-based knowledge and experiences through mother tongue (MT) instruction and resources. We use the funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992), language and identity (Norton, 2000, 2013), and social capital (Bourdieu…
Linking literacy and libraries in global communities
Merging global forces of knowledge, information, communication, economics and technology is resulting in the necessity for people everywhere to acquire a range of literacies and capabilities to engage with the world from an empowered disposition. Understanding the ways in which libraries such as the ones considered in this book can best facilitate literacy and learning is crucial. This book by Marlene Asselin and Roy Doiron, intended for those in…
Girls' secondary education in Uganda: Assessing policy within the women's empowerment framework
This paper makes the case that policies, such as the National Strategy for Girls' Education in Uganda (NSGE), intended to achieve gender equity in education for girls in developing countries, have limited relevance to, and impact on girls' actual educational experiences. Recent considerations of girls' education acknowledge that gender equity within education is more than access to schooling; it entails the cultivation of capabilities necessary f…
HIV/Aids-related Human Security Risks for Young Women in Rural Uganda
(2010). HIV/AIDS-related Human Security Risks for Young Women in Rural Uganda. Canadian Journal of African Studies / Revue canadienne des études africaines: Vol. 44, Gender, HIV/AIDS, and Human Security in Africa, pp. 579-604
On the Limits of Sexual Health Literacy: Insights From Ugandan Schoolgirls
This article makes the case that current conceptions of sexual health literacy have limited relevance to the Ugandan context because they assume that knowledge of unsafe sexual practices will lead to changes in behavior and lifestyle. Drawing on a longitudinal case study with 15 Ugandan schoolgirls in rural Uganda from August 2004 to September 2006, this study argues that despite being well-informed about the risks and responsibilities of sexual …
English and the African Diaspora
English in Africa After the Cold War. Alamin M. Mazrui. Black Linguistics: Language, Society, and Politics in Africa and the Americas. Sinfree Makoni, Geneva Smitherman, Arnetha F. Ball, Arthur K. Spears (Eds.)
Girls' secondary education in Uganda: Assessing policy within the women's empowerment framework
This paper makes the case that policies, such as the National Strategy for Girls' Education in Uganda (NSGE), intended to achieve gender equity in education for girls in developing countries, have limited relevance to, and impact on girls' actual educational experiences. Recent considerations of girls' education acknowledge that gender equity within education is more than access to schooling; it entails the cultivation of capabilities necessary f…
On the Limits of Sexual Health Literacy: Insights From Ugandan Schoolgirls
This article makes the case that current conceptions of sexual health literacy have limited relevance to the Ugandan context because they assume that knowledge of unsafe sexual practices will lead to changes in behavior and lifestyle. Drawing on a longitudinal case study with 15 Ugandan schoolgirls in rural Uganda from August 2004 to September 2006, this study argues that despite being well-informed about the risks and responsibilities of sexual …
Intersections of Mother Tongue-Based Instruction, Funds of Knowledge, Identity, and Social Capital in an Ugandan Pre-School Classroom
This article reports on a collaborative action research project, conducted in a pre-primary school in South Central Uganda, which explores the opportunities for children to draw upon and integrate their home and community-based knowledge and experiences through mother tongue (MT) instruction and resources. We use the funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992), language and identity (Norton, 2000, 2013), and social capital (Bourdieu…
Linking literacy and libraries in global communities
Merging global forces of knowledge, information, communication, economics and technology is resulting in the necessity for people everywhere to acquire a range of literacies and capabilities to engage with the world from an empowered disposition. Understanding the ways in which libraries such as the ones considered in this book can best facilitate literacy and learning is crucial. This book by Marlene Asselin and Roy Doiron, intended for those in…
English and the African Diaspora
English in Africa After the Cold War. Alamin M. Mazrui. Black Linguistics: Language, Society, and Politics in Africa and the Americas. Sinfree Makoni, Geneva Smitherman, Arnetha F. Ball, Arthur K. Spears (Eds.)
On the Limits of Sexual Health Literacy: Insights From Ugandan Schoolgirls
This article makes the case that current conceptions of sexual health literacy have limited relevance to the Ugandan context because they assume that knowledge of unsafe sexual practices will lead to changes in behavior and lifestyle. Drawing on a longitudinal case study with 15 Ugandan schoolgirls in rural Uganda from August 2004 to September 2006, this study argues that despite being well-informed about the risks and responsibilities of sexual …
HIV/Aids-related Human Security Risks for Young Women in Rural Uganda
(2010). HIV/AIDS-related Human Security Risks for Young Women in Rural Uganda. Canadian Journal of African Studies / Revue canadienne des études africaines: Vol. 44, Gender, HIV/AIDS, and Human Security in Africa, pp. 579-604
Girls' secondary education in Uganda: Assessing policy within the women's empowerment framework
This paper makes the case that policies, such as the National Strategy for Girls' Education in Uganda (NSGE), intended to achieve gender equity in education for girls in developing countries, have limited relevance to, and impact on girls' actual educational experiences. Recent considerations of girls' education acknowledge that gender equity within education is more than access to schooling; it entails the cultivation of capabilities necessary f…
Linking literacy and libraries in global communities
Merging global forces of knowledge, information, communication, economics and technology is resulting in the necessity for people everywhere to acquire a range of literacies and capabilities to engage with the world from an empowered disposition. Understanding the ways in which libraries such as the ones considered in this book can best facilitate literacy and learning is crucial. This book by Marlene Asselin and Roy Doiron, intended for those in…
Intersections of Mother Tongue-Based Instruction, Funds of Knowledge, Identity, and Social Capital in an Ugandan Pre-School Classroom
This article reports on a collaborative action research project, conducted in a pre-primary school in South Central Uganda, which explores the opportunities for children to draw upon and integrate their home and community-based knowledge and experiences through mother tongue (MT) instruction and resources. We use the funds of knowledge (Moll, Amanti, Neff, & Gonzalez, 1992), language and identity (Norton, 2000, 2013), and social capital (Bourdieu…
Storying gender equality in Northwest Uganda: Educators develop contextually- and culturally responsive stories in professional development courses
Although gender equality is a stated goal of Ugandan national educational policies and curricula, cultivating gender equality in schools requires gender-responsive pedagogical approaches as well as Learning and Teaching Resource Materials (LTRMs). This paper reports on a research project conducted with a group of in-service, pre-primary and primary educators in Northwest Uganda during two week-long professional development workshops. Using a qual…
The Shadow Pandemic of Adultified Adolescent Mothers in Uganda
In Uganda, COVID-19 fueled a surge in teenage pregnancies and motherhood, a phenomenon widely described as the shadow pandemic. Prolonged school closures (2020 to 2021) intensified gender-based adultification—the premature burdening of girls with adult responsibilities. Deep-seated cultural perceptions of adolescent girls as mature women heightened their risk of exploitation, early pregnancy, and forced motherhood. Drawing on a Feminist Participa…
Women to Women Research for Economic Empowerment in Uganda: A Feminist Participatory Action Research Project
This paper reports on a two-tiered Feminist Participation Action Research (FPAR) study which involved Participant Researchers (PRs) - a cohort of Ugandan women- in conducting research with successful Ugandan businesswomen to support the PRs' own aspirations of owning their own businesses, and the Principal Investigator (PI) in investigating the PRs’ research processes and experiences. This project constituted the fifth stage of a longitudinal stu…
Sociology (8 works) · Political science (7 works) · Gender Studies (6 works) · Psychology (5 works) · Gender Studies (4 works) · Empowerment (3 works) · Medicine (3 works) · Pedagogy (3 works) · Adolescent Sexual and Reproductive Health (2 works) · Citizen journalism (2 works)