Teaching Resistance, Emancipation and Liberation: Thinking through Women’s Participation in Uganda’s 2011 Elections
Informed by critical pedagogies, how does an instructor of doctoral students in Africa effectively design an interdisciplinary course on diverse cultures of dissent and resistance? What could be the rationale and content of such a course within a public university? Based on reflexive immersion within a three-months’ fulltime residential fellowship devoted to developing a teaching course and analysing ethnographic data, I critically examine the processes and challenges of developing a well-theorised and grounded interdisciplinary course. I discuss themes and materials for a course entitled “Protest, Rebellion and Dissent in Revolutionary Social Movements”. I also analyse in detail the specific application of one thematic focus on women’s resistance through participation in Uganda’s recent elections. In addition to highlighting potential impacts of such a course upon both instructor and students, and highlighting key findings of the ethnographic research, the paper contributes towards discussions of Africanising critical pedagogies through decolonising doctoral curricula.