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Twenty-nine primary girls used drawing and fifteen secondary girls used photography to depict local literacy practices connected to their daily lives. The captured images reveal the interface between local and global literacy practices and the “freedoms” associated with literacy, showing barriers that historically marginalized girls and limited their full participation in development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/girls-visual-representations-of-literacy-in-a-rural-ugandan-community/597306/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/girls-visual-representations-of-literacy-in-a-rural-ugandan-community/597306.png","ImageObject",300,407,{"name":92,"@type":93},"Blue Pony","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the main purpose of the study?","Question",{"text":112,"@type":113},"To examine how drawing and photography, used by primary and secondary school girls, can provide insights into their perceptions of participation in local literacy practices and inform broader dialogues on literacy, women, and development.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did the researchers collect data from participants?",{"text":117,"@type":113},"Twenty-nine primary school girls depicted local literacy practices through drawing, while fifteen secondary school girls used photography to capture practices in relation to their lives and experiences.",{"name":119,"@type":110,"acceptedAnswer":120},"Which theoretical ideas frame the study’s view of development and literacy?",{"text":121,"@type":113},"The study links literacy practices to social and cultural patterns, power structures, and location-based politics, and it treats development as holistic—highlighting freedoms and quality of life beyond economic indicators.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597306,1792084780,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","GIRLS’ VISUAL REPRESENTATIONS OF LITERACY IN A RURAL UGANDAN COMMUNITY  \nMaureen Kendrick & Shelley Jones University of British Columbia  \nThis Ugandan‐based study examined how visual modes of communication provide insights into girls’ perceptions of literacy, and open broader dialogues on literacy, women, and development. Twenty‐nine primary school girls used drawing and 15 secondary school girls used photography to depict local literacy practices in relation to their own lives and experiences. The images they captured provide a window on the interface between local and global literacy practices, and the “freedoms” (Sen, 1999) associated with literacy. Drawing and photography move beyond language to make visible the barriers that have historically marginalized and excluded girls from full participation in the development process.  \nKey words: visual representations, literacy, girls, international development, Uganda  \nCette étude menée en Ouganda montre comment des modes de communication visuels permettent de mieux comprendre les perceptions qu’ont les fillettes de la littératie et favorisent le dialogue sur la littératie, les femmes et le développement. Vingt‐neuf écolières du primaire et quinze du secondaire ont illustré, les premières par des dessins, les secondes par des photos, des méthodes de littératie locales en lien avec leur propre vie et leurs propres expériences. Ces images montrent l’interface entre les méthodes de littératie locales et internationales et les « libertés » (Sen, 1999) associées à la littératie. Au‐delà du langage, les dessins et les photos rendent visibles les obstacles qui ont depuis toujours marginalisé les filles et les ont exclues d’une pleine participation au processus de développement.  \nMots clés : représentations visuelles, littératie, filles, développement international, Ouganda  \n______________________________  \nCANADIAN JOURNAL OF EDUCATION 31, 2 (2008): 371‐404  \nRecent scholarship in the area of literacy and development emphasizes that the success of literacy projects, programmes, and policies in diverse regions of the world is largely dependent on researchers, practitioners, and teachers understanding how local people themselves use and make meaning of literacy practices (e.g., Robinson‐Pant, 2001; Street, 2001) . The concept of literacy practices links literacy to broader social and cultural patterns, including the values and power structures embedded in the wi‐ der society (Street, 2003). Canagarajah (1998) similarly contends that pol‐ itics of location is central to understanding the literacy practices of a given community. Development, however, is a highly contested category (Rogers, 2001, p. 204), particularly in terms of how it is measured in relation to improvements in education, health, agriculture, transport‐ ation, and economic and political life. Nobel Laureate Amartya Sen insists that development is a holistic concept, involving one’s mental, emotional, physical, spiritual, and social conditions, as well as one’s economic situation. To measure development by economic indicators alone, Sen (1999) argues, is misleading and incomplete; what is more im‐ portant is individual quality of life in relation to the freedoms one enjoys:  \nDevelopment has to be more concerned with enhancing the lives we lead and the freedoms we enjoy. Expanding the freedoms that we have reason to value not only makes our lives richer and more unfettered, but also allows us to be fuller social persons, exercising our own volitions and interacting with – and influencing – the world in which we live. (pp. 14‐15)  \nSen’s theory has been pivotal in directing international development policy, central to which is the participation of women and girls (Duflo, 2003; Papen, 2001; Parry, 2004; Robinson‐Pant, 2001) . What is lacking in the research literature, however, is a more comprehensive understanding of women’s and girls’ perspectives on their own roles in relation to literacy and development.  \nThe primary","cbCaihPD7IXwGQf2","https://ap.wps.com/l/cbCaihPD7IXwGQf2","pdf",508628,34,"English","# Introduction\n## Purpose and research questions\n# Theoretical perspectives\n## Literacy practices and contested categories\n# Visual methods and participant depiction","[{\"question\":\"What was the main purpose of the study?\",\"answer\":\"To examine how drawing and photography, used by primary and secondary school girls, can provide insights into their perceptions of participation in local literacy practices and inform broader dialogues on literacy, women, and development.\"},{\"question\":\"How did the researchers collect data from participants?\",\"answer\":\"Twenty-nine primary school girls depicted local literacy practices through drawing, while fifteen secondary school girls used photography to capture practices in relation to their lives and experiences.\"},{\"question\":\"Which theoretical ideas frame the study’s view of development and literacy?\",\"answer\":\"The study links literacy practices to social and cultural patterns, power structures, and location-based politics, and it treats development as holistic—highlighting freedoms and quality of life beyond economic indicators.\"}]","GIRLS’ VISUAL REPRESENTATIONS OF LITERACY IN A RURAL UGANDAN COMMUNITY | PDF",86]