Silence and silencing in the classroom: Rwandan girls’ epistemic exclusion in English medium basic education-Reference-Cited by-同舟云学术

Silence and silencing in the classroom: Rwandan girls’ epistemic exclusion in English medium basic education

Published:2022-12-31 Issue: Volume: Page:1-15
ISSN:0143-4632
Container-title:Journal of Multilingual and Multicultural Development
language:en
Short-container-title:Journal of Multilingual and Multicultural Development

Author:

Kuchah Kuchah¹^ORCID,Adamson Laela²^ORCID,Dorimana Aline³,Uwizeyemariya Aloysie³,Uworwabayeho Alphonse³,Milligan Lizzi O.²^ORCID

Affiliation:

1. School of Education, University of Leeds, Leeds, UK

2. Department of Education, University of Bath, Bath, UK

3. College of Education, University of Rwanda, Kayonza, Rwanda

Funder

Economic and Social Research Council

Publisher

Informa UK Limited

Subject

Linguistics and Language,Education,Cultural Studies

Link

https://www.tandfonline.com/doi/pdf/10.1080/01434632.2022.2159031

Reference58 articles.

1. Fear and shame: students’ experiences in English-medium secondary classrooms in Tanzania

2. Akyeampong, K., E. Carter, S. Higgins, P. Rose, and R. Sabates. 2018. Understanding Complementary Basic Education in Ghana: Investigation of the Experiences and Achievements of Children After Transitioning into Public Schools. Report for Department of International Development (DFID) Ghana office (November 2018), REAL Centre, University of Cambridge (2019). https://www.educ.cam.ac.uk/centres/real/downloads/Policy%20papers/CBE%20-%20Final%20Impact%20Evaluation%20-%20REAL%20RP_V2.pdf.

3. Epistemic Justice as a Virtue of Social Institutions

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