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Alasuutari, P. (1995). Researching Culture. London: Sage Publications.

Bloom, D. & Cohen, J. (2002). “Education for all: an unfinished revolution”. Daedalus. 131(3), 84–95. (PDF)

Ezati, B. A. (2011). Formative evaluation of United Nations girls’ education initiative country repot- Uganda. United Nations Girls’ Education Initiative. Retrieved from http://www.unicef.org/evaldatabase/files/2010_Uganda_-_UNGEI_Uganda_Final_Report.pdf

Rihani, M. A. (2006). Keeping the Promise: Five Benefits of Girls’ Secondary Education. Washington D.C.: AED Center for Gender Equity. Retrieved from http://files.eric.ed.gov/fulltext/ED500794.pdf

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Data collection methods would include:
-Direct observation
-Interviews/Survey data
-Statistical school enrollment numbers
-Family income measurements

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I intend to apply the cultural studies approach to this research. By doing so, I will emphasize that the issues surrounding access to secondary education cannot be viewed outside of the context of local and national power and politics (Alasuutari, 1995, p. 24). The lens of cultural studies will also allow for a closer examination of the beliefs and norms adopted by the community being examined (Alasuutari, 1995, p. 24).

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1. How do families in the target community view the cost of sending children to secondary school versus the benefit of keeping them at home to work?

2. How does the social class/income of a family affect a child's ability to attend secondary school?

3. What is the secondary school completion rate for boys and girls from this district? What are the greatest barriers to graduation?

4. What is the outlook for secondary school graduates from this region?

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What is the level of access to and implications of secondary education in the district of Kanungu, Southwestern Uganda?

Most research on this topic is done through a gender studies or feminist lens; I want to approach this topic from a cultural studies view.
I have chosen Kanungu as a target community because it is an area of Uganda in which I have previously lived and worked, and it is its own unique microcosm of rural life and culture in East Africa.