Education for Liberation, Education for Dignity

The Story of St. Monica’s School of Basic Learning for Women

by Wesley Stroud (Author)
Others XVI, 140 Pages


This work focuses on creating a narrative concerning the development of St. Monica’s School of Basic Learning for Women in Gulu, Uganda, which was started by Sister Rosemary Nyirumbe and is an adult primary education program for women. This study utilized a narrative inquiry design to describe the experiences and significant relationships of individuals who contributed to the development of St. Monica’s School of Basic Learning for Women. The story offers insight into the challenges and successes of developing educational opportunities for women in the post-conflict setting of northern Uganda. The narrative contributes to the knowledge base concerning leadership strategies in education positioned within a multi-cultural collaborative effort. Sister Rosemary’s motivations, purpose, and vision provide an inspirational example of how pioneering educational opportunities for others can be accomplished.

Table Of Content

  • Cover
  • Title
  • Copyright
  • About the author
  • About the book
  • This eBook can be cited
  • Acknowledgements
  • Table of Contents
  • List of Figures
  • List of Tables
  • Preface
  • Chapter One Introduction
  • Introduction
  • St. Monica’s School of Basic Learning for Women
  • Problem Statement
  • Research Purpose and Questions
  • Narrative Inquiry
  • Conceptual Framework
  • Conclusion
  • References
  • Chapter Two Contexts of Conflict
  • Introduction
  • Early Buganda to Modern Uganda
  • Rise of the Northern Military
  • The Time of Museveni and Rebel Conflict
  • The Lord’s Resistance Army
  • Peace Talks
  • Disarmament, Demobilization, and Reintegration in Uganda
  • Education in Uganda
  • Reintegration of Abducted Women
  • Women, Poverty, and Intimate Partner Violence
  • Influences of Women’s Education
  • References
  • Chapter Three Setting up the Story
  • Approach and Rationale
  • Subjectivity Statement
  • Researcher Role
  • Setting and Participants
  • Data Collection
  • Data Analysis
  • Trustworthiness
  • Validity of Narrative Texts
  • References
  • Chapter Four Why and How
  • Introduction
  • Part One: Bethany, Lucy, and Norway
  • Part Two: “You can’t tell her no!”
  • Part Three: Meeting Sister
  • Part Four: “I’ve lost everyone …”
  • Part Five: St. Monica’s School of Basic Learning for Women
  • Part Six: Sister Rosemary’s Closing Remarks
  • Reference
  • Chapter Five Looking Back Before Looking Forward
  • Introduction
  • Why Did St. Monica’s School of Basic Learning for Women Develop?
  • How Did St. Monica’s School of Basic Learning for Women Develop?
  • Implications
  • Limitations
  • Recommendations for Future Research
  • Conclusion
  • References
  • Appendices
  • Appendix A: Recruitment Email
  • Appendix B: Interview Questions
  • Appendix C: Consent Form
  • Appendix D: Interview Protocol
  • Appendix E: IRB Approval Letter
  • Appendix F: Sister Rosemary Data Set Coded by Outside Member
  • Appendix F1: Sister Rosemary Coded by Principal Investigator
  • Appendix G: Principal Investigator Reflection Journal
  • Appendix H: Sally’s Project Goals
  • Appendix I: Skype Conversation November 19, 2015
  • Appendix J: Skype Conversation January 28, 2016
  • Appendix K: Email Between Sally and Sister Feb 1, 2016
  • Appendix L: Iterations of School Mission Statement
  • Appendix M: Discussion with Sister Rosemary and Teachers February 9, 2016
  • Appendix N: Alice’s Interview Member Check Confirmation
  • Appendix O: Sally Beach’s Interview Member Check Confirmation
  • Appendix P: Sally Beach’s Interview Member Check and Chapter 4 Check
  • Appendix Q: Sister Rosemary’s Interview Member Check Email
  • Appendix R: Sister Rosemary’s Member Check iMessage
  • Appendix S: Sister Rosemary’s Interview Example of Data Used
  • Appendix T: Sister Rosemary’s Consent Form
  • Appendix U: Sister Assumpta’s Consent Form
  • Appendix V: Sally Beach’s Consent Form
  • Appendix W: Alice’s Consent Form
  • Appendix X: Original Set of Codes
  • Series index


My brother and two friends were waiting for me at a coffee shop in Stillwater, OK. It was late in the evening, around 9 PM, and the place was filled with the usual patrons, equal parts students working hard and students finding interest in anything other than school. Coffee in hand, I sat down and enjoyed the first few moments of relaxation for the day. It was the end of the school year, and graduation was around the corner for all of us. Although we each had formulated different plans in anticipation of the upcoming summer, life was about to take a sharp left turn.

Next to us, talking very loudly on a phone, was a white male, probably 40 years old, speaking in another language that was, at the time, unrecognizable. Lucky for us, eavesdropping is a relatively accepted activity in coffee shops, and we waited for him to finish his call. As soon as the opportunity struck, we asked, “What language was that?” He responded, “Mandarin.” Quickly, we found out that he was the principal of an international school for ex-patriots in China and that he was an alumnus of the same university we attended and he was looking for recruits. At the time, I had a BS in Secondary Education. Two hours later, however, the four of us signed two-year contracts to teach in China. I was ready to leave Oklahoma and the world obliged.

Since that day in the coffee shop, I have had the opportunity to work as an educator in China, Brazil, the United States, and in Uganda. My life has forever been changed by the experiences I have had through education. I have found myself ←xv | xvi→connected to people, families, and communities around the world in ways allowed me to call each place “home.” Education has given me purpose in life and provided an outlet for change. Some of those changes I see in my own life, while at other moments I see change in the lives of others. Stories may differ, but achieving liberation through education is a common experience.


XVI, 140
ISBN (Hardcover)
Publication date
2021 (August)
New York, Bern, Berlin, Bruxelles, Oxford, Wien, 2021. XVI, 140 pp., 47 b/w ill., 8 tables.

Biographical notes

Wesley Stroud (Author)

Wesley A. Stroud is currently a Visiting Assistant Professor of Instruction and Assessment at Oklahoma State University. His Ph.D. is in Instructional Leadership and Academic Curriculum from the University of Oklahoma.


Title: Education for Liberation, Education for Dignity