Dorica Deborah Mirembe
Biographic Data
| ID | 6458079 |
|---|---|
| NAME | Dorica Deborah Mirembe |
| GIVEN NAMES | Dorica Deborah |
| FAMILY NAME | Mirembe |
| SIGNATURE | MIREMBE D D |
| AFFILIATIONS | Gulu University |
| ORCID | 0000-0002-4548-1624 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Linguistic landscape at the grassroots level in Uganda
This paper analyses linguistic information regarding signage developed by Ugandan English speakers at the grassroots level, as a category of non-elite users of English. It specifically examines linguistic signs displayed at small‐scale informal businesses, focusing on the source of the signs and the language(s) used in terms of features and the justifications for the choice of the language(s). The results show three types of signs: those written …
Learners’ everyday experiences of violence in English medium secondary education in Uganda
This paper explores how Ugandan secondary school learners experience schooling in English-medium schools where the use of English only is strictly enforced. We conceptualise the ways that the learners sit at the intersection of direct, systemic and cultural violence that in turn impacts their educational experiences. We particularly focus on instances of direct violence through corporal punishment, and the ways that such violence, and associated …
Conflicted epistemologies in secondary school environmental education
Transformative secondary school environmental education is likely to impact climate action by producing environmentally responsive citizens. We present a case study of environmental education in northern Uganda, and how learners’ intended actions are moderated by their exposure to both formal and non-formal indigenous environmental knowledges. Guided by the Critical Place Inquiry theory, we undertook a pragmatism paradigm where a mixed methods ap…
The Use of Conjunctions Among L1 Luganda Speakers of English
The study looks at the use of conjunctions among L1 Luganda speakers of English as a second language (L2) in Uganda. Using a corpus compiled from oral and written discourse, the study found that the conjunction mostly used among L1 Luganda speakers of English was “and”, followed by “but”, both of which were marginally used as sentence openers, with the written data showing no single incidence of using “and” in this respect. It was also establishe…
Learners’ everyday experiences of violence in English medium secondary education in Uganda
This paper explores how Ugandan secondary school learners experience schooling in English-medium schools where the use of English only is strictly enforced. We conceptualise the ways that the learners sit at the intersection of direct, systemic and cultural violence that in turn impacts their educational experiences. We particularly focus on instances of direct violence through corporal punishment, and the ways that such violence, and associated …
Conflicted epistemologies in secondary school environmental education
Transformative secondary school environmental education is likely to impact climate action by producing environmentally responsive citizens. We present a case study of environmental education in northern Uganda, and how learners’ intended actions are moderated by their exposure to both formal and non-formal indigenous environmental knowledges. Guided by the Critical Place Inquiry theory, we undertook a pragmatism paradigm where a mixed methods ap…
The Use of Conjunctions Among L1 Luganda Speakers of English
The study looks at the use of conjunctions among L1 Luganda speakers of English as a second language (L2) in Uganda. Using a corpus compiled from oral and written discourse, the study found that the conjunction mostly used among L1 Luganda speakers of English was “and”, followed by “but”, both of which were marginally used as sentence openers, with the written data showing no single incidence of using “and” in this respect. It was also establishe…
Learners’ everyday experiences of violence in English medium secondary education in Uganda
This paper explores how Ugandan secondary school learners experience schooling in English-medium schools where the use of English only is strictly enforced. We conceptualise the ways that the learners sit at the intersection of direct, systemic and cultural violence that in turn impacts their educational experiences. We particularly focus on instances of direct violence through corporal punishment, and the ways that such violence, and associated …
Conflicted epistemologies in secondary school environmental education
Transformative secondary school environmental education is likely to impact climate action by producing environmentally responsive citizens. We present a case study of environmental education in northern Uganda, and how learners’ intended actions are moderated by their exposure to both formal and non-formal indigenous environmental knowledges. Guided by the Critical Place Inquiry theory, we undertook a pragmatism paradigm where a mixed methods ap…
Linguistic landscape at the grassroots level in Uganda
This paper analyses linguistic information regarding signage developed by Ugandan English speakers at the grassroots level, as a category of non-elite users of English. It specifically examines linguistic signs displayed at small‐scale informal businesses, focusing on the source of the signs and the language(s) used in terms of features and the justifications for the choice of the language(s). The results show three types of signs: those written …
Multilingual Education and Policy (3 works) · Geography (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Second Language Learning and Teaching (2 works) · Sociology (2 works) · Action (physics (1 work) · Audience measurement (1 work) · Biology (1 work)