Girls’ visual representations of literacy in a rural Ugandan community

Document Type



Institute for Educational Development, East Africa


This 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.

Publication (Name of Journal)

Canadian Journal of Education