Citation

Milligan LO, Isingoma B, Aciro T, Mirembe DD, Krause N, Nuwategeka E. Glob. Soc. Chall. J. 2024; ePub(ePub): ePub.

Copyright

(Copyright © 2024, Bristol University Press)

DOI

10.1332/27523349Y2024D000000008

PMID

unavailable

Abstract

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 fear, are part of many learners' everyday schooling experiences. We demonstrate this through presentation of findings from thematic analysis of individual and focus group interviews with 64 learners at two public and two private secondary schools in the Amuru and Kitgum districts of Northern Uganda. Our conclusions advocate for greater attention to be paid to the ways that changes to enforced English-only policies could support more positive well-being and educational outcomes.

Language: en