Bio (Shelley Jones)
Program Head, BAIS, International Year One and Common Foundations programs
Shelley Jones is a professor and head of undergraduate programs in the College of Interdisciplinary Studies. Jones has extensive teaching experience at all levels - pre-primary to tertiary - in diverse international contexts (Tanzania, Uganda, Canada, England, and Japan). Her research is focused in the areas of gender and education, girls and women’s empowerment, literacy, educational research, children’s rights, the Sustainable Development Goals, and global education/citizenship.
Jones joined RRU in 2015. From 2013-2015 she was associate professor at the Aga Khan University-Institute for Educational Development, East Africa (Tanzania), where she taught courses in gender and education, literacy, and educational research, supervised master’s students, and conducted research in the areas of gender and education, and mother tongue literacy. From 2009-2013, jones was assistant professor in the Master of Education program at the State University of New York, College at Potsdam.
Jones holds a Doctor of Philiosophy in Education (2008), a Master of Arts in Education (2003), a Bachelor in Education (1993) and a Bachelor of Arts in English and History (1992) from the University of British Columbia. Her doctorate dissertation was titled, Secondary schooling for girls in rural Uganda: challenges, opportunities and emerging identities. Her master's thesis was titled, Global eyes: a consideration of a global education initiative (The Youth Millennium Project) in London, UK and Ystad, Sweden.
Jones, S., Manion, K., & Mack, E. (under review). Importance of children’s rights: Perspectives from Canadian and Ugandan primary school students. International Social Work.
Manion, K., & Jones, S. (in press). Child rights education: Building capabilities and empowerment through social constructivism. Canadian Journal of Child Rights
Jones, S. & Mutumba, S. (2019). Intersections of Mother tongue-based instruction and identity in a Ugandan pre-school classroom. Journal of Language, Identity, and Education, 18:4, 207-221, DOI: 10.1080/15348458.2019.1607349
Jones, S. (2019). Drawing gender equality: A participatory action research project with educators in Northern Uganda. Engaged Scholar, 5(2), pp. 135-160. DOI: https://doi.org/10.15402/esj.v5i2.68340
Jones, S. (2019). Identifying and overcoming barriers to gender equality in Tanzanian schools: Educators’ reflections. International Journal of Pedagogy, Innovation, and New Technologies, 6(1), 9-27. DOI: 10.5604/01.3001.0013.2870
Jones, S., Manion, K., & Mack, E. (2019). Importance of children’s rights: Perspectives from Canadian and Ugandan primary school students. Published conference proceedings from Paper the 14th Annual Education and Development Conference. Bangkok, Thailand.
Jones, S. (2018). Educators’ explorations with gender performativities and orientations: A participatory action research project in West Nile Sub-Region, Uganda. Language and Literacy, 20(4), 55-77.
Jones, S. (2015). Post-primary and capabilities: Insights from young women in rural Uganda. African Education Review. Special issue: Evidence-based Research on Learning Outcomes in Basic Education in Africa. doi: 10.1080/18146627.2015.1036577
Jones, S. (2015). Authenticity and children’s engagement with writing. Language and Literacy. 17(1), 63-82.
Jones, S. (2014). Book review: Linking literacy and libraries in global communities. Journal of Multilingual and Multicultural Development, 35(7), 756-58. doi:10.1080/01434632.2014.909114.
Norton, B., Jones, S., & Ahimbisibwe, D. (2013). Digital literacy, HIV/AIDS information, and English language learners in Uganda. In E. Erling & P. Sargent (Eds.). English and development: Policy, pedagogy, and globalization. (pp. 182-203). Bristol: Multilingual Matters.
Jones, S. (2011). Girls’ secondary education in Uganda: Assessing policy within the Women’s Empowerment Framework. Gender and Education, 23(1), 385-413. doi:10.1080/09540253.2010.499854
Norton, B. & Jones, S., & Ahimbisibwe, D. (2011). Learning about HIV/AIDS in Uganda: Digital resources and language learner identities. Canadian Modern Language Review, 67(4), 568-589. doi:10.3138/cmlr.67.4.568
Jones, S. (2010). HIV/AIDS-related human security risks for young women in rural Uganda. Canadian Journal of African Studies, 44(3), 579-604. doi:10.1080/00083968.2010.9707546.
Jones, S., & Norton, B. (2010). Uganda’s ABC Program on HIV/AIDS: A Discursive site of struggle. In C. Higgins & B. Norton (Eds.). Applied Linguistics in the Field: Local Knowledge and HIV/AIDS. (pp. 155-170). Bristol: Multilingual Matters.
Jones, S. (2009). The community library as a site of education and empowerment for women: Insights from rural Uganda. Libri, 59(2), 124-33. doi:10.1515/libr2009/012.
Kendrick, M., Jones, S., Mutonyi, H., & Norton, B. (2009). Using drawing, photography, and drama to enhance students' English language learning in Uganda. In M. Dantas-Whitney, M. & Rilling, S. (Eds.), Authenticity in the Language Classroom and Beyond: Children and Adolescent Learners (pp. 181-197). Alexandria, VA: TESOL.
Kendrick, M. & Jones, S. (2008). Girls’ visual representations of literacy in a rural Ugandan community. Canadian Journal of Education, 31(2), 371-404.
Jones, S. & Norton, B. (2007). On the limits of sexual health literacy: Insights from Ugandan schoolgirls. Diaspora, Indigenous, and Minority Education, 1(4), 285-305. doi:10.1080/15595690701563998
Kendrick, M., Jones, S., Mutonyi, H., & Norton, B. (2006). Multimodality and English education in Ugandan schools. English Studies in Africa, 49(1), 95-114. doi: 10.1080/00138390608691345
Jones, S. (2006). Book review: the social turn of language acquisition. Journal of Language, Identity and Education, 5(2), 169-172. doi:10.1207/s15327701jlie0502_4.
Jones, S. (2006). Book review essay: English in Africa after the Cold War and Black Linguistics: Language, society, and politics in Africa and the Americas. TESOL Quarterly, 39(2), 329-333.
Jones, S., Openjuru, G., Kendrick, M., & Norton, B. (2005). Local conferences, focused outcomes. Essential Teacher, 2(1), 32-35.
Jones, S. (2003). Spinning the globe: How children touch the world. Educational Insights, 8(1). http://www.ccfi.educ.University of British Columbia.ca/publication/insights/v08n01/praxis/jones/
Jones, S. (2002). I despair that ghosts can’t sing. English Quarterly, 34(3), 75.
Jones, S. K. (2008). Secondary schooling for girls in rural Uganda: Challenges, opportunities, and emerging identities (Doctoral dissertation, University of British Columbia, Vancouver, Canada). [Online] Available at: https://circle.ubc.ca/handle/2429/279?show=full
Jones, S. (2019). Indicators for assessing gender responsiveness within the school context. https://www.researchgate.net/publication/332778756_ASSESSING_GENDER_RESP...
Jones, S. (2015). Gender issues in mathematics education in Tanzania: A comprehensive literature review. DOI: 10.13140/RG.2.1.2006.5680 (Capacity Development for Mathematics Teaching in Rural and Remote Communities in Tanzania Facebook research site: https://www.facebook.com/groups/997928756934100/, and ResearchGate: https://www.researchgate.net/publication/301627720_Gender_Issues_in_Mathematics_Education_in_Tanzania
Award winning papers
Jones, S. (2008). Intersections of educational policy and practice: Insights from secondary schoolgirls in rural Uganda. Graduate Student Paper Award, Congress for the Humanities and Social Sciences and Canadian International Development Agency.
Jones, S. (August 17, 2017). International Year 1 visit to Songhees Nation. Crossroads. https://crossroads.royalroads.ca/news/international-year-1-visit-songhee...
Jones, S. (June 23, 2016). National Indigenous Day 2016. Crossroads. https://crossroads.royalroads.ca/news/national-indigenous-day-2016