Decolonizing Beginning Literacy Instruction: Views From Ugandan Teachers

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dc.contributor.authorMonk, David
dc.contributor.authorNyirumbe, Rosemary
dc.contributor.authorPia Okecha, Esther
dc.date.accessioned2026-10-15T10:31:41Z
dc.date.available2026-10-15T10:31:41Z
dc.date.issued2020
dc.descriptionrestricted access
dc.description.abstractExplores primary teachers' perspectives in Northern Uganda on decolonizing literacy instruction by centering indigenous mother-tongue instruction alongside English learning
dc.identifier.citationBeach, S. A., Nyirumbe, S. R., Monk, D., Pia Okecha, S. E., & Callow, J. (2020). Decolonizing beginning literacy instruction: Views from Ugandan teachers. The Reading Teacher, 74(2), 217–222
dc.identifier.otherDOI: https://doi.org/10.1002/trtr.1937
dc.identifier.urihttp://hdl.handle.net/20.500.14270/997
dc.language.isoen_US
dc.publisherwiley
dc.subjectDecolonizing Literacy
dc.subjectBeginning Reading
dc.subjectLocal Languages
dc.subjectUgandan Teachers
dc.subjectEarly Childhood Education
dc.titleDecolonizing Beginning Literacy Instruction: Views From Ugandan Teachers
dc.typeArticle

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