1. FEMINIST SCHOLARSHIP & ACADEMIC FREEDOM: A Case of Makerere University Presented at IAFFE 18 th Annual Conference on “Engendering Economic Policy”, June 26-28, 2009 at Simmons College, Boston, USA by Consolata Kabonesa Women& Gender Studies, Makerere University

2. Outline 1. Background 2. The move towards gender equality 3. Methodology 4. Strategies & policies adopted by MAK 5. Challenges of attaining Academic Freedom 6. Conclusions

3. Background  1922 Technical College – “LET’S BE MEN”  1937 Institute of higher education  1949 University college of the University of London – offering degrees for London  1962 East African University  1970 Makerere University – “WE BUILD FOR THE FUTURE”  1945 Six women admitted to the university  Had a separate curriculum-English, Social Studies, History, Art and Educational studies.  1955 the first woman graduated

4. Strategies for gender equality  The November 1990 the Kampala Intellectual and Social Responsibility Declaration  1990Affirmative Action  1991Creation of Academic structures  The 1995 Uganda Constitution reaffirmed provisions of the Kampala declaration Article 30 states that all persons have a right to education Article 33 Section 5 -the right to affirmative action

5. Strategies for gender equality  The 1997 UNESCO recommendations on academic freedom among others emphasize equity, equal opportunity for all and academic freedom as a human rights issue.  1998Awareness raising of Top Management (policy makers ) by WGS  1998-1999 Senate Gender Mainstreaming Committee  2001-02 Development of University Gender Strategic Plan

6. Strategies for gender equality  2001 Incorporating the GM perspective into the University Strategic Plan 2001/05 -2006/7  2002 Gender Mainstreaming Division  2002 -Carnegie Female Scholarship Scheme

7. Strategies for gender equality  The GMD gender mainstreaming activities have included Continued awareness raising Training women in leadership skills Research & Documentation of the status of Gender in the University Policy Review policies & other documents to make them Gender sensitive Introduction of New gender related policies such as the Gender Policy, Anti-sexual harassment policy Mainstreaming gender in the teaching and research curricula Advocacy for gender equity and equality in all administrative and academic activities Coordinates activities at sentinel sites Influence gender budgeting in the University

8. Female Scholarship at Mak  Research and publication is an academic right  Environment should be favorable for scholars to conduct research and publish  A number of gender equality initiatives were instituted at Mak to increase the number of female scholars  Have all these institutional and individual initiatives translated into increased female scholars and publications?  What are the areas in which female scholars engage?

9. Methodology  Based of exploratory research in the University – Mostly qualitative 35 females and 15 males Ages 28 – 59 From Teaching Assistant to Professor All academic units and administrative units  Question focused status of female scholars at Mak; knowledge of AF; how Mak promotes AF, research areas of focus, constraints & suggestions

10. Distribution of academic Staff by Sex

11. Status of Women at Makerere University  Senior Administrative (1-7): 42%  Assistant Lecturers 46; 29%  Teaching Assistants 36; 29%  Lecturer level: 115; 19%  Senior Lecturer 35; 10%  Associate Professor 6; 3%  Professor: 3; 6%

12. Academic Leadership 2008

13. Beneficiaries research grants

14. Focus of Scholarly research  Female scholars oriented research has focused on topics that deal with development issues although not applied  Academic research before women’s movement on campus more academic and less applied  Research now has focused on gender issues – credit to the feminist scholarship on campus (example sanitary towels by technology and improved stoves, water harvesting technologies)

15. Does Mak promote AF?  Female Mak promotes and support teaching, learning, research & publications through structures that are based on equity & transparency More opportunities for men to engage in research  Male People are free to express freely their ideas on any field/area of their interest Providing funding for academic thought processes, research, Conf. & publications

16. Does Mak promote AF?  Female Equal opportunities to write proposals, write and develop programs Less opportunities for women to engage in research (implicit barriers) results not robust enough  Male Freedom to choose what to teach and how to teach it, source materials, research and publications Equal employment opportunities for both men and women

17. No Academic Freedom  Female The act does not clearly provide for AF Sometimes reports from academic inquiry are affected by socio- economic and political environments  Male There are many bureaucracies – Failed to get a waiver for my PGD which I thought was automatic Limited information on academic opportunities

18. Constraints to Female Scholarship  Females Women are not expected to exercise AF Limited networking Low women representation in the development paths  Males Men think they know it more than women No policy that particularly aid lecturers upgrade. This should be deliberate esp. for female lecturers

19. Constraints to Female Scholarship  Women are not taking advantage of the AF  Gender roles affect time devoted to academics & research  Female lecturers are constrained by gender roles  Domination of the university structures by men makes female staff unable to access funding

20. Constraints  Females Acceptability of qualitative ways of knowing as equally important Limited opportunities for research Social obligations/ gender roles Glass ceiling Lack of self initiative Lack of support from friends and roles models  Males Women have to choose between family and career Understanding the women focused research & publication Gender perceptions Fear of going for further studies outside Uganda Lack of appreciation by men Domestic obligations and duties

21. Suggestions  Females Training in self development Encourage women to form beneficial networks Desk in GMD to follow up potential women and offer guidance Financial support to women Understanding & addressing women specific barriers  Males Need for a gender policy Strengthen capacity of the university to handle grad. studs to their satisfaction Support gender focused research & publication Treat each case differently/can not prescribe a single solution Mainstream across units

22. Conclusions  Both men and women are aware of the situation of women.  Although women have increased in academia, they still face constraints to actualize their goals  Area of scholarship are based on development and little is done on theoretical publications and issues dealing with women’s body and sexuality

23. Conclusion cont. No substantial gender biases at Makerere University through overt institutional generation. Females more involved with teaching and supervising students Females spend less time on research and write fewer grant proposals, papers etc Fewer women access grants on Campus Females are constraints by reproductive roles Lack of mentoring for career development

24. Recommendations Strategies required to promote Female Scholarship GM policy to promote gender equity & equality Gender sensitive budgeting policy Commitment from University Management Creating of support structures for female scholars Continuous gender awareness raising, lobbying & advocacy Gender training: giving people gender related skills Special fund for academic female staff for sabbatical, exchange visits, attachment and training Mentoring of Female Scholars

25. THANK YOU