2026-04-17T02:46:20Zhttps://recercat.cat/oai/request

oai:recercat.cat:2445/2137222025-12-05T10:36:56Zcom_2072_1057col_2072_478917col_2072_478935

00925njm 22002777a 4500 dc Allotey, Eugenia author García Carrión, Rocío author Villardón-Gallego, Lourdes author Soler Gallart, Marta author 2024-06-26T19:04:29Z 2024-06-26T19:04:29Z 2023-06-09 2024-06-26T19:04:35Z Discrimination and educational inequalities continually affect lifelong learning opportunities among marginalized groups in the 21st century. In Ghana and many parts of Sub-Saharan Africa, children from rural and urban poor communities, ethnic and linguistic minorities and those in displaced situations have experienced discrimination and marginalization in education for decades. However, few studies propose ways marginalized students in Ghana can transform their experiences in school. This paper explores how participating in a dialoguebased intervention named Dialogic Literary Gatherings (DLGs) transformed the educational experiences of marginalized students. An ethnographic-case study was conducted with 8thgrade students in a compulsory school in Southeastern Ghana. Focusing on the personal accounts of seven students, our findings show that the DLGs created affordances for marginalized students to engage in egalitarian dialogue, share their grievances while transforming relationships and attitudes with their peers and boost participants’ self-confidence, eventually transforming their educational experiences. This is relevant for practitioners and stakeholders seeking innovative strategies that potentially transform discriminated and marginalized students’ experiences and potentially keep them in school. Experiències educatives Marginació social Tertúlies Literatura Ghana Educational experiences Social marginality Tertulias Literature Ghana Transforming the educational experiences of marginalized students in Ghana through dialogic literary gatherings