About My Research
The history of the Lango people of Northern Uganda has largely been documented by male colonial administrators and missionaries, whose accounts often reflected external agendas and cultural misinterpretations. This has led to inaccuracies, including the conflation of Lango identity with that of Acoli, their neighbouring tribe. While gender is not static, most existing research on gender socialisation in the region focuses on contemporary settings, with limited exploration of its historical evolution. This study historicises the gender socialisation of children in the Lango culture, examining how gender roles, norms, beliefs, and practices have been constructed, reinforced, and transformed over time. The study aims to gain insight into how children’s gender identity is constructed and deconstructed over time. Grounded in Social Learning Theory and Intersectionality, together, these frameworks will allow for a deeper analysis of how gender identity is taught, maintained, and transformed across pre-colonial and postcolonial periods in the Lango community.