On International Women’s Day, Alfred Andama, a master of arts in Gender Studies, made waves with a courageous article published in a Ugandan newspaper. He fearlessly delved into the heart of his research: the impact of the male gaze on intergender relations at Makerere University. Andama’s article serves as a powerful wake-up call, shedding light on the harmful consequences, particularly for female students.
Through his keen observation and inquiry, Andama uncovered the harsh realities of unequal power dynamics and unrealistic beauty standards prevailing within the university. These issues have led to concerning outcomes, including poor academic performance, dropout rates, and even detrimental effects on mental health among female students.
But Andama’s article goes beyond mere words on a page. It’s a clarion call for action. He challenges all stakeholders to take a stand and transform Makerere into a space where everyone, regardless of gender, can thrive. And on Women’s Day, his message resonates deeply, serving as a poignant reminder of the ongoing struggle for true equality.
Andama is a graduate at the School of Women and Gender Studies at Makerere University and currently is part of the Gendig project. Additionally, he served as an exchange student at the University of Agder during the 2023 semester, where he presented his findings firsthand.
In an ever-evolving world, gender studies have taken center stage, shedding light on the intricate web of gender roles and the unique challenges women face. Our academic journey recently led us to an enlightening exchange with two remarkable students, Fionah Agaba and Alfred Andama, hailing from Makerere University. They shared their in-depth research on gender-related issues in Uganda, offering a fresh perspective on gender dynamics.
Meet the Scholars: Fionah Agaba and Alfred Andama
Fionah Agaba and Alfred Andama, both recipients of prestigious scholarships, are master’s students at the School of Women and Gender Studies at Makerere University. For their exchange semester at the University of Agder, they joined the Master’s program in Development, Crisis, and Change. Alfred is on the cusp of completing his master’s degree, while Fionah is gearing up to embark on her data gathering journey. They graciously presented their thesis topics, “The Male Gaze” and “Conflicts in the Women’s Movement,” respectively, offering us invaluable insights into gender roles and activism in Uganda. (Read more about their experience in Kristiansand)
Decoding ‘The Male Gaze’ within Uganda’s Academic Landscape
Alfred’s research delves into the fascinating concept of “the male gaze” among university students. He dissects the interplay of power dynamics between female students, male students and lectures. Crediting from the influence of American pop culture to the profound impact on women, continuously subjected to objectification by heterosexual male desires. He also delved into religious texts, uncovering an earlier archetype of the female body as an object of male gaze.
In his research, Alfred finds that the male gaze tends to reduce women to one-dimensional objects of desire, perpetuating their objectification and leaving a lasting impact on female students. This impact often manifests as psychological pressure and body image concerns. In light of these findings, Alfred encourages open dialogues aimed at challenging traditional views on sexuality and fostering a transformative shift in mindset.
Power Dynamics Within Women’s Activist Movements in Uganda
Fionah’s research proposal is deeply personal, inspired by her own experiences. She courageously unveils the complex conflicts within Uganda’s women’s movement, challenging the conventional narrative of sisterhood. Her research, rooted in qualitative analysis, aims to unravel the power dynamics in various women’s organizations and the environments they offer their members. Focusing on the hierarchical structure within women’s movements can stifle the growth of younger activists and foster internal conflicts.
A Deeper Understanding of Gender Dynamics
The academic exchange culminated with engaging discussions and insightful feedback from the esteemed professors and PhDs present. It’s evident that these two scholars have paved the way for deeper conversations and actions to create a more inclusive and harmonious society. As we continue to explore gender dynamics in Uganda and beyond, Fionah and Alfred’s work serves as an inspiration to challenge conventions, foster dialogue, and effect positive change in the realm of gender studies and activism.
Prof. Arnhild Leer-Hegelsen (UiA/Gendig), Anne Breivik (Strømme Foundation), Knut Straume (The UN-Association), Anna Ninsiima (Makerere University), Spogmy Jabarkhil (The European Network of Migrant Women/the Afghan Women Organization) and Claudia Klostergaard (Centre for Gender and Equality, UiA)
In the heartwarming celebration of the International Day of the Girl Child (IDG) in Kristiansand, an event began with a shared bowl of soup, setting the stage for an inspiring evening dedicated to empowering women and girls worldwide. Led by Claudia Klostergaard of the Centre of Gender and Equality at UiA, the event commenced by honoring the strength and bravery of imprisoned Iranian activist Narges Mohammadi, a Nobel Peace Prize laureate. The arrangement was a collaborative effort involving the University of Agder, the Strømme Foundation, the European Network of Migrant Women, and the United Nations Association Agder.
The event brought together a diverse group of individuals and organizations, all united by a shared mission: addressing global challenges and championing the rights of women and girls. Participants from local and international backgrounds painted a vivid picture of the challenges we face, infused with hope and determination.
Sustainable Development Goals and Girls’ Rights
Anne Breivik, Head of International Programs at the Strømme Foundation, set the tone for the event by emphasizing the organization’s dedication to eradicating poverty, creating educational and employment opportunities, and advocating for the rights of girls. The Strømme Foundation’s unique approach actively engages boys and men in reshaping societal norms and mindsets to promote gender equality.
GENDIG: A Global Perspective
Representing Gendig at the event were Arnhild Leer-Helgesen, an associate professor at the Department of Global Development and Planning at UiA, and Anna B. Ninsiima, a Post-Doc Scholar and Lecturer at the School of Women and Gender Studies at Makerere University in Uganda. Arnhild shed light on the global challenges facing gender equality, sparking a thought-provoking discussion on the global pressures on women’s rights and the role of religion in this ongoing struggle.
Anna emphasized the crucial role of nurturing environments in enabling gender equality. She passionately expressed, “To achieve equality, we can not only target girls, but we also have to ensure strong institutions and a supportive environment, so they can thrive.” Using compelling examples, she illustrated how institutions and the environment can either boost or hinder girls’ empowerment.
A Journey of Resilience and Hope
The event also welcomed Spogmy Jabarkhil, a board member of the European Network of Migrant Women and director of the Afghan Women Organization. Spogmy shared her remarkable journey from Afghanistan, where women faced oppression, to Norway, where she found herself in a place she considered heaven, with greater freedom for women. She is unwavering in her mission to use her experience and knowledge to empower girls in her homeland, emphasizing the importance of having boys and men as allies rather than adversaries.
Boys and Men as allies
Likewise, closing the event, Knut Straume, an advisor at the United Nations Association Agder, concluded the event by emphasizing the importance of allies in the struggle for equality.
About IDG
IDG provides a global platform for advocating the rights of girls. Confronting movements and actions around the world that threaten the progress made toward gender equality and disproportionately impact girls, it is vital that we rally for their rights. From maternal healthcare and support for adolescent mothers to digital and life skills training, comprehensive sexuality education, survivor support services, and violence prevention programs, there is an urgent need for increased attention and resources in these crucial areas to empower girls to realize their rights and reach their full potential.
Alexandra Murariu, a master’s student in Global Development at UiA, had the opportunity to conduct her master’s thesis research in Uganda last semester with the GENDIG scholarship, including support from the School of Women and Gender Studies at Makerere University. She spent her time mainly in Kampala but also had the opportunity to visit Jinja, Entebbe, the Equator, Murchison Falls, and Lake Mburo. Currently, she is residing in Taiwan while working and writing her master’s thesis. Alex agreed to chat with me via WhatsApp. During our conversation, we discussed her role as a researcher, the challenges she encountered during her research, and the valuable lessons she learned.
Juliana: Hi Alex, thanks for making time for this conversation. Could you start by providing an overview of your research? What is it about, and why did you choose Uganda?
Alex:Hi! Absolutely. Thanks. My research focuses on students who are also parents, the so-called “student-parents”. This idea sparked when I read an article about some women who became pregnant during their studies and were subsequently expelled. At the same time, another article presented student-fathers as ghosts since no one seems to care about them. Unfortunately, research is scarce on this topic, which motivated me to delve into this issue. Some of my classmates, aware of my interest in Gender Studies, alerted me to the GENDIG scholarship, which led me to Uganda. Last year, it took work for me to juggle a full-time job with full-time studies, and I was constantly thinking about the challenges these students faced and wondered how parents, especially mothers, manage it all. When you don’t have children, you can sleep, study, or eat whenever and whatever you want. However, parenthood is a tremendous responsibility, which is why I wanted to explore their experiences and challenges. So far, I haven’t come across any research specific to this topic in Uganda, and even the professors there said that my research might be the first of its kind. I’m passionate about gender, education, and policies, and my findings are aimed at meaningful recommendations for policymakers and positive changes for student-parents.
Juliana: How have your experiences in Uganda influenced your understanding of gender?
Alex: Understanding gender is a complex issue. As in many parts of the world, Uganda has gender roles with distinct expectations from men and women, but traditional gender norms are also challenged. I could see that many efforts have been made and are still being made to promote gender equality, but there’s still a long way to go. Even though I focus my research on both mothers and fathers because they face different challenges, mothers still carry most of the work in Uganda. However, including both sides is crucial to work towards improving conditions for everyone. When both are better understood and supported, they can collaborate more effectively. I also considered guardians because, in my view, they share similar struggles, and the biological factor shouldn’t be the determining one. At the same time, in the second fieldwork stage, I interviewed faculty and administrators to better understand their perspectives and opinions on what can be done. I’ve learned so much from all the respondents, and I am so thankful they took the time to be part of my study.
Juliana: And what about the cross-cultural aspect?
Alex: Of course, there are plenty of differences between the Ugandan and European cultures, sometimes leading to miscommunications or misunderstandings. Finding participants was sometimes challenging, but I also received much support, especially from the students I had already interviewed, as they handed my flyers around the campus to other parents they knew. To attract participants, I sometimes had to say about the small amount of money they were receiving for their time, which is mandatory in Uganda anyway. Outside the campus, I sometimes felt that being constantly labelled a “Muzungu,” which refers to a foreigner, created a barrier. Another significant challenge I faced was the cultural differences in relation to time and the lack of punctuality. Many didn’t adhere to the agreed-upon schedule, leaving me waiting at the university from morning until evening. Some would cancel on me, while others didn’t show up as planned. It was incredibly frustrating when some said nothing about it and took extreme flexibility for granted. However, I had a valuable conversation with my supervisor, Arnhild. She raised a crucial point: when they arrived late, did I inquire if it was due to parenting responsibilities or unforeseen circumstances? It was a wake-up call for me, as I realized I had been missing a significant aspect of my research by not documenting every single one of these occurrences.
Juliana: Besides the participants not showing up, what other challenges did you encounter during your fieldwork, and how did you address them?
Alex: I had emotional moments during interviews, especially when speaking with young girls facing challenging situations. It’s difficult not to become emotionally involved when you care about the people you’re talking to. For instance, I met a younger student who got pregnant without being married during her studies. The man who got her pregnant disappeared, and her father also turned his back on her, but luckily, her mother supported her. Her case is more common than one would think, and many times, when a young, unmarried girl gets pregnant, she’s ostracized by her friends and others in the community and considered a bad influence. Their lives are not easy. For example, living with a child in the university’s hostels isn’t an option, but it’s still better than being homeless since most of them can’t afford alternatives. Some even resort to illegal abortions, and sadly, some have died as a result. Regarding fathers or guardians, I also encountered cases that impacted me deeply as they sacrificed so much to get their degrees, including being far away from their families for months or years. These experiences reminded me of the immense resilience these individuals possess, and I look at them as heroes. Witnessing their determination moved me to tears, and after a long day of emotionally charged interviews, I would return home to transcribe or work on my thesis, but exhaustion often took over. It was challenging both physically and emotionally.
Juliana: Could you share any recommendations or suggestions for future students or researchers interested in conducting fieldwork in Uganda or similar settings?
Alex: First, read in advance about the local environment and culture, and get to know them the moment you arrive there. Africa is incredibly diverse, and neighbouring countries have distinct cultures. Similarly, each country has its way of doing things in Europe, for example. Specifically in Uganda, if you go there for research, I recommend researching the cost of living because it can be way more expensive than expected, especially for a Muzungu. Be financially prepared. It is a wonderful country with unique places, so travel and interact with the locals. Also, explore the local cuisine, and don’t hesitate to try food from less touristy places. I personally loved the food and the fruit they have and was lucky enough to be there during the crickets’ season when I tried “nsenene”, a delicacy in Uganda that I loved.
Juliana: What’s the most significant lesson you’ve learned from this journey?
Alex: There are so many on my list, but I would say that I’ve learned to be more grateful, as that was the feeling I had every morning while being there. I was so grateful for all the experiences, even though they sometimes came with mixed feelings. I was grateful for making Uganda the first African country where I lived (though for only four months) and adding it as the seventh on my list. This opportunity was a great incentive and a transformative experience that highlighted the importance of gratitude despite the mixed feelings that sometimes came with it. I am grateful for having had the chance to enjoy this with my classmates, Anezka and Susanne. We shared the flat and spent so much time debating each other’s research in that living room and not only. I am grateful for being there together, for learning from and supporting each other and creating wonderful memories. I’m grateful for meeting so many lovely people (either locals, expats, or other exchange students), making friends and learning so much from them. Also, one of my best friends, Denisa, joined me for a month, and I’m grateful we had the chance to spend that time together. You know, I even had the chance to meet my classmate, Edgar, in Nairobi, whom otherwise I would not have met in person. How can I not be grateful for that?
Moreover, Uganda and my short trip to Tanzania and Kenya again proved that the world is not as bad and dangerous as portrayed. Before going there, I’d only read things like how unsafe it is, especially for a white person, how you must be home by 7 p.m. or always take an Uber to places past that hour. Of course, you must be careful, but it wasn’t as dangerous as even the locals would often say. We took boda bodas to get around the city, to get to the seamstress somewhere outside Kampala, to go shopping, or even walked to places. Always be careful but remember that this world is way better than its portrayal.
In the end, I want to say that I’m grateful for the scholarship GENDIG provided us, as I don’t think I would’ve done this without it. I hope more students will have this opportunity, as it is life-changing. Research-wise, it provides many practical skills you otherwise wouldn’t get and takes you out of your comfort zone. But that’s the beauty of it. I thank the School of Women and Gender Studies at Makerere, my mentor Ruth, and people who helped us and were so nice to us, and I thank my respondents for taking the time to be part of my research, as I know their time is so valuable. The most special thank you goes to my supervisor. A big thank you for all that!
The remarkable journey of Gender and digitalisation across context (Gendig) at Makerere University
One of the key interventions of the GENDIG project is to digitalise courses at the Masters programme in Gender Studies at Makerere University, with the aim of enhancing access, increasing timely completion and eliminating attrition/ drop-outs for admitted graduate students. Here, we delve into the intriguing story of how digitalization unfolded, highlighting the significant steps and key individuals who paved the way for this transformative project.
Digitalization is not a mere transfer of life into the digital realm; it entails a complex process involving numerous offline elements and the collaborative efforts of many individuals. At Makerere University, the journey towards digitalization commenced with essential factors such as institutional partnerships flagged off with the signing of a contract between Makerere University and NOARD, political support and project launch at a colorful inception meeting, hardware acquisition, and comprehensive training.
In late 2021, the seeds of this groundbreaking initiative were sown, bringing together a dedicated team of visionaries. Noteworthy figures involved in the project’s inception included Professor Buyinza Mukadasi, the esteemed Director of Graduate School at that time. Alongside him, Professor Josephine Ahikire, the respected Principal of CHUSS (College of Humanities and Social Sciences), and Associate Professor Sarah Ssali, the accomplished Dean of the School of Women and Gender Studies, attended the project launch and gave their remarks at the inception meeting, together with Dr. Ruth Nsibirano the Project PI.
The Gender and Digitisation project garnered essential resources to propel its mission forward. Project equipment, including six cutting-edge laptop computers, a state-of-the-art projector, and a high-quality scanner, were procured. These technological tools were specifically chosen to empower the team in their pursuit of project goals and to facilitate seamless execution.
Monica Nabukalu, Project Administrator and Simon Mabonga, Project Accountant pose with the laptop computers received
Ruth Nsibirano, PI and Joseph Watuleke Project member hand over computer to Simon
The journey of Gendig at Makerere University is a promising testament to the transformative power of digitalization. Stay tuned as we explore further milestones and achievements in this groundbreaking project.
Brigitte Klækken, Silje Dagsvik Eskedal, associate professor Heidi Esma Dahl Bønnhoff, associate professor Arnhild Leer-Helgesen, Ph.D. candidate Rebekka Olsson Omslandseter and Cathrine Vikebakk Stien.
During Democracy Week in Kristiansand, Arnhild Leer-Helgesen, associate professor at Global Development and Planning at UiA and head of the Gendig project, participated in a panel debate on Digitalisation and Technology from an Equality Perspective. She brought a critical view on the structural issues involving the digitalisation of the world, asking who is out and who gains. On her side, Heidi Esma Dahl Bønnhoff, associate professor in the Department of Sociology and Social Work at UiA, pointed out the effects of technology illiteracy on a personal level and how it affects the socialization of women with an immigration background in Norway. Compounding the panel, Rebekka Olsson Omslandseter, Ph.D. Research Fellow from the Department of Information and Communication Technology at UiA brought to the debate the lack of women representatives in technological advances.
Brigitte Klækken, known from the “Det ho sa” podcast, led the panel and asked Arnhild to clarify the structural issues involving women and digitalisation. She explained, “The Universities in Uganda and Tanzania (Makerere University and University of Dar Es Salaam) approached UiA with a wish to digitalise the master’s degree, which is seen and understood as the future to include more students in education. But the problem is that many women do not have access to a mobile telephone or PC. If they have, internet connection can be poor and unstable, in addition, it is very expensive. So digitalisation does not lead to more equality if we do not adress root causes of economic and social inequalities. Then rural women in Eastern Africa will still be the last to benefit from technological advances. We therefore need to do much more that digitalization to include women in for example higher education”. The GENDIG project, financed by Norad, supports digitalization of Gender Studies, but also research that looks into the effects in terms of inclusion.
Inspiration for the panel/debate:
In times of heated cyberactivism, artificial intelligence and social media control, little is focused on global access to the internet and technology. Women are the majority outside this arena, with 37% without access to the digital world. This scenario raises debate due to its personal, structural and technological impact. To discuss this global scenario, Digin, a Norwegian ICT cluster, Kristiansand Municipality, and the University of Agder organized a panel conversation on the 8th of May in the Kristiansand City Hall. The debate was inspired by the UN topic for international women’s Day, DigitALL Innovation and Technology for Gender Equality.
Arnhild Leer-Helgesen was interviewed by NRK Sørlandet on gender equality, related to the October 10th seminar. The interview is in Norwegian and can be found here.
“Introducing the global backlash against gender equality”, Arnhild Leer-Helgesen (UiA/NFU)
“A knowledge-based development cooperation: Whose perspectives counts in the Norwegian strategy for gender equality?”, Kari Marie Thorsen, Senior advisor, Section for Gender Equality, NORAD
“The role of universities in Knowledge Production to address the Backlash on Gender Equality for enhanced cooperation and International development”, Ruth Nsibirano, Lecturer and Post graduate coordinator at the School of Women and Gender Studies, Makerere University
“Promoting gender equality and women’s empowerment in international development– experiences from the field”, Celeste De La Huerta, Senior advisor, Strømme Foundation
“Teaching gender and diversity in a cross-cultural online classroom”, Hanne Haaland, Assciate professor at the Department for Global Development and Planning, UiA.
Anna B. Ninsiima, a postdoctoral scholar from the School of Women and Gender Studies at Makerere University, recently delivered a guest lecture in the Global Development Studies department at the University of Agder. Titled “How Tenable is the Decolonization of Gender Studies in Africa?” The lecture explored the intersection of decolonization and gender studies in Africa, and emphasized the significance of digitizing archives to reclaim Africa’s stolen history from the colonial era. Anna’s research extends further, delving into pre-colonial African societies and the roles of women, which deepens our understanding of gender dynamics. Unraveling the distortion promoted by liberal feminism upon African cultures. Ninsiima is part of GENDIG project, and has her research funded by the project.
Following this enlightening discussion, I had the opportunity to sit down with Anna and gain further insights into her work in academia.
Juliana: Hi Anna, thank you for your insightful lecture on the decolonization of gender studies in Africa. Could you please share your academic journey and experiences that have led you to this point?
Anna: Certainly, Juliana. I’m a postdoc scholar at the School of Women and Gender Studies at Makerere University, funded by the GENDIG project. My research primarily focuses on the digitization of archives and its role in decolonizing gender studies in Africa. I’ve been passionate about this topic for quite some time. Even before starting my postdoc, I had already begun researching and even submitted a paper on decolonization. My interest stems from questioning the content we teach in gender studies, which often lacks African perspectives. I also realized that we needed to explore our pre-colonial history to truly understand gender dynamics, identities, and address the distortions caused by liberal feminism.
Juliana: Beyond improving access, what other findings have emerged in your research related to digitization?
Anna: Digitizing archives plays a crucial role in this process, but it’s essential to acknowledge the political dimensions involved. The selection of which archives to digitize can be biased. It raises questions about who gets to decide what gets preserved digitally and what doesn’t.
Juliana: What motivated you to delve into this specific area of research?
Anna: I’ve always wondered about the content we teach and why it predominantly focuses on American and European figures, neglecting African women and perspectives. The turning point came during my master’s studies in Bergen when I encountered writings by Oyewumi. She argued that some of the gender concepts we encounter do not describe the African lived experiences. Seniority was largely based on age not sex in most African societies.. It made me question the distortions we unknowingly perpetuate about African culture. This curiosity led me to explore and attempt to correct these misconceptions.
Juliana: How would you describe decolonization in the context of your research, and why is it particularly significant for African gender studies?
Anna: Decolonization, in my view, involves dismantling the distortions around gender and African culture. It’s about understanding and embracing African cultural values and practices. This knowledge can empower gender studies by providing legitimacy to the issues we address. It allows us to bridge the gap between what we teach and the reality we aim to address. Decolonisation also involves the understanding of neo-colonialism and dismantling it. Neo-colonialism had been entrenched through neo-liberal policies and capitalistic tendencies.
Juliana: In your lecture, you emphasized the importance of critically analyzing content for decolonization, as you mentioned “It is more than to include African authors, but be critical about the content”. Could you elaborate on this aspect?
Anna: Absolutely, Juliana. We must be critical of the content we include in our curriculum. For a long time, we have blamed African culture for various issues, such as poverty or gender-based violence, a text that does not engage these challenges critically should not be suitable for inclusion. Instead, we should seek literature that promotes historical context, addresses colonialism, neo-colonialism and recognizes the complexities of African culture. It’s not about the author’s nationality but the content’s relevance to the decolonization process.
Juliana: Can you share some preliminary findings from your current research?
Anna: While my research is still ongoing, one significant finding is the role of women in leadership roles in African history, which often goes overlooked. For instance, in Uganda, women historically held leadership positions, including religious leadership. Similarly, Ethiopia and Egypt had female rulers. These facts are often undocumented, but I aim to shed light on them to challenge misconceptions about African culture.
Juliana: You mentioned the challenge of language in decolonization efforts. How do you see this issue evolving?
Anna: The language barrier is indeed a significant challenge. While we are challenged for using English (not indigenous) as a medium for communication, we need to start somewhere. Once our ideas gain recognition, we can gradually transition to indigenous languages. Decolonization should be an incremental process, but it’s vital that we begin and work towards making our voices heard.
Juliana: In your lecture, you discussed the recognition of legitimate knowledge that doesn’t come from Western institutions. How can academia play a role in addressing this challenge?
Anna: Academia holds a pivotal role in influencing societal perspectives. People look up to scholars as sources of knowledge. We inform policy and shape public discourse. As educators, we have a responsibility to provide students with a balanced and contextually relevant education. This includes acknowledging and legitimizing knowledge that doesn’t originate from Western institutions. We must emphasize the importance of diverse sources of knowledge, including oral traditions and indigenous wisdom.
Juliana: Lastly, what advice would you offer to aspiring scholars and researchers interested in pursuing decolonization in gender studies?
Anna: Decolonization is a challenging and complex journey, often involving power struggles. As scholars, we must be prepared to speak truth to power and engage in meaningful dialogues. We should approach this process with strength and a commitment to fostering understanding. While it may be controversial, it’s essential to persist and ensure our voices are heard. Our contributions can lead to a more inclusive and authentic academic landscape.
Fionah and Alfred, Students from Makerere University School of Women and Gender, Embark on the GENDIG Project Journey with the Support of Erasmus+ Scholarships
By Fionah Agaba Barbra, Master student in Gender Studies
Velkommen til Universitetet i Agder! I was nominated by the Gender and Digitalisation (GENDIG) project to participate in the exchange programme that is funded under ERASMUS+ scholarship. My adventure as an exchange student from the vibrant campus of Makerere University in Uganda to the picturesque landscapes of Norway at the University of Agder began on 9th August 2023. Boy, oh boy! has it been an exhilarating odyssey that spans continents and ideologies.
My perceptions across cultural, academic, social, and political realms have been challenged within this short period of time but what an enriching journey it is. I’ve woven together diverse perspectives, forged connections that transcend borders through dynamic social interactions, and insightful discussions with the other students in my Global Development Studies Masters program. I’m truly excited about what the next four months have in store for Alfred Andama and I. I look forward to this being a transformative period that will expand my intellectual horizons and also deepen my cultural sensitivities, especially in understanding the different gender dynamics of Norway.
Thank you to the School of Women and Gender Studies Makerere University, Fakultet for samfunnsvitenskap and Universitetet I Adger for this amazing opportunity.
By Alfred Andama, Master sutent in Arts in Gender Studies
Pursuing Masters of Arts in Gender Studies has made me look at life in a more accommodative, compassionate and empathetic lens. I joined the masters class in Makerere University School of Women and Gender studies in 2022 after being admitted in the 2021/2022 academic year. The hunger and desire to learn from the richness that the School provided in terms of dedicated and experienced lecturers, Library resource and open minded course mates helped me shape and sharpen my ambition to pursue the course. The Imaginaries of gender in day to day discussions and work spaces is characterised by inadequate subject matter which commonly leads to the use of ill-informed methods in addressing systemic gender inequalities. These inequalities influence how shocks and crisis are managed in Uganda.
The exchange program between Makerere University and the University of Agder (UiA) in Kristiansand (Norway) has given me an opportunity to study Masters in Global Development Crisis and Change. This program helps me to improve on my research skills and understanding of the different types of Crisis within our communities, nation, region and globe at large. My Gender grounding plays an important role in discussing Crisis with a targeted approach to answer the question of who is most affected by the crisis and excluded in the management. This approach provides an al-inclusive augment in the pursuit of the master’s course.
Climate crisis, Financial crisis Health Crisis and all other types of Natural crisis are not uncommon in Uganda Africa and the world at large. A gendered approach to researching crisis the way to go research if policy making process and interventions are to be supported by knowledge creation to improve the livelihood of people.
I intend to use my time of studying in Norway to gain more knowledge in understanding Global crisis, and improve my writing skills to inform policy and provide rich alternatives for interventions in crisis management.
I thank the school of women and gender studies for entrusting me to take this course.
Gendig has promoted cross-cultural experiences, positively affecting exchange students’ lives and enriching the perspectives of other students and lectures.
Namirembe Oliver Kasirye, a master’s student at Makerere University, Uganda, has been on exchange at the University of Agder, Norway, during the autumn semester of 2022. She received a scholarship as part of the GENDIG project and reported how the experience provided enriched her life and future career. On the other side, she impacted the lives of people she met with her knowledge and new perspectives, such as mine, a mother, master’s student and immigrant settled in Kristiansand. In the last month, Kasirye and I have been exchanging messages on Whatsapp and emails. I have learned a lot from her story and experience.
Education as a priority A great lesson from Kasirye was to break with gender stereotypes about the global South, especially the empowerment of women in her context, as she says, “most women are the breadwinners because, sometimes, after producing children, some men decide to dissert home. This means one must struggle to make ends meet but with much pain.” Based on her experience, besides being the breadwinner for her children, she also adopted her sister’s children, who passed away from a snake bite.
To manage a life with eight children, Kasirye worked nights as a vendor on the side of her studies. Besides that, she manages to educate her children with loans. Her firstborn just completed a degree in Population Studies and now applied for a Master of Arts in Gender Studies, another one is just starting electrical engineering, and the fifth born is studying Biotechnology Laboratory.
The exchange This exchange became feasible since the GENDIG project provided living allowance and housing funding. In the middle of the challenges, she had the opportunity to see things from another perspective, “I learned and appreciated myself as an African woman from Uganda who grew up in a typical village setting. Traveling to Norway was my first time leaving and traveling to a dominantly white people country.” The learning experience helped her improve her Academic Writing and her perspective on life: “I learned to associate and how students understood and perceived education and career. I acquired more knowledge in the use of computers and various academic platforms. At first, it challenged me, but I later embraced the technology.”
Lessons for life, “One of the biggest was multicultural diversity. It was a program that brought together students from all walks of life and cultures”. In a developed and expensive country like Norway, Kasirye also reported her challenges: “The four months I was away taught me a lot, more responsibility and economic management.” Besides the obstacles of facing the cold November and the darkness at four o’clock in the afternoon.
Challenging the understanding of wealthy Among the adaptations during the period she was in Kristiansand, one of the most difficult was related to food, “as an African coming from a country with a variety of food items, in Kristiansand, Norway, I had to eat rice and Irish potatoes on a daily basis, it was really hard for me, but I managed.” Coming from a tropical country, as well, I can agree with her. In Brazil, the variety of food in each meal is incomparable. Besides, having a varied diet with three warm meals is usually not affordable in Norway. Fertile and tropical lands have much more to offer, and still, there is this paradox that we are the countries depending on others that can offer less than our lands.
Oliver in her second day as exchange student at UiA
