Transforming the educational experiences of marginalized students in Ghana through dialogic literary gatherings

The study addresses how dialogic, literature-based classroom interventions can transform the educational experiences of marginalized junior high students in Ghana. Marginalization in Ghanaian schools—linked to poverty, disability, ethnicity, language, and migration—undermines academic performance, peer relations, and belonging. Social norms discourage open discussion of differences, further silencing affected students. Building on evidence that dialogic learning and high-quality classroom talk improve participation, reasoning, and inclusion, the authors investigate whether Dialogic Literary Gatherings (DLGs) can create inclusive, egalitarian spaces that improve interactions and students’ sense of self, thereby transforming their school experiences. The research question is: How does implementing DLGs in an 8th-grade classroom in southeastern Ghana transform the educational experiences of marginalized students?

Prior work characterizes marginalization as rooted in social inequalities (e.g., socioeconomic status, cultural and linguistic differences) and documents its negative impacts on educational attainment and well-being in Ghana and sub-Saharan Africa. Much Ghanaian research concentrates on disability-related exclusion, leaving less explored inequalities based on ethnicity, language, and social status. Dialogic learning, grounded in sociocultural theory (Vygotsky) and principles such as egalitarian dialogue and equality of differences (Flecha), has shown global success: improved academic outcomes, prosocial behavior, participation, and community inclusion across diverse contexts in Europe, Latin America, and parts of Africa. Dialogic Literary Gatherings (DLGs)—a Successful Educational Action identified by INCLUD-ED—engage participants in shared reading of classic literature and egalitarian discussion, fostering respect, solidarity, meaning making, and transformation. Evidence shows DLGs increase self-esteem, confidence, friendship, respect, and community leadership, and promote inclusion of vulnerable groups. While dialogic approaches have been piloted in African contexts, little is known about DLGs in Ghana; existing Ghana studies have centered more on dialogic science teaching to boost participation. This gap motivates the present case study of DLG implementation with Ghanaian 8th graders.

Design: Qualitative ethnographic case study combining ethnographic immersion and case study methods. Fieldwork ran from October 2021 to February 2022 in a public Junior High School in the Greater Accra region, Ghana. The researcher visited weekly, embedding in school culture and classroom dynamics. Intervention: DLGs were implemented for the first time in this setting during English Literature periods, typically once per week (some weeks twice to recover lost time) over ~5 months. Following Ghana Education Service syllabus requirements, the class chose age-appropriate versions of Oliver Twist (compulsory text). They also read Oedipus the King (teacher supplement) and The Odyssey (researcher’s proposal). In each gathering, students preselected intriguing passages, sat in a circle, read aloud, and shared reasons for their selections. Ground rules emphasized egalitarian dialogue, turn-taking, respect for all opinions, and absence of ridicule. Facilitators (first author and the English teacher trained in DLGs) moderated to ensure equitable, respectful participation. Participants: All 79 8th-grade students attended DLGs as part of regular lessons. Seventy-one provided assent and parental consent and were included in analysis. The focal analytic sample comprised seven students (five girls, two boys; ages 13–16; Akan, Ga-Dangme, Ewe) whose contributions indicated experiences of discrimination/marginalization. Data collection: Seventeen DLG sessions (~1 hour each) were observed and audio recorded: five whole-class sessions and twelve small-group sessions (six per group A and B) to increase participation. Additional observations occurred during recess and informal settings to note peer interactions and signs of ostracism. One focus group with all participants and fourteen semi-structured interviews (~30 minutes each; two per each of the seven focal students—early and late in the study) explored experiences and perceived changes. Data analysis: Audio was transcribed verbatim; contributions in Ghanaian languages were translated to English by the first author. Thematic analysis followed Braun and Clarke’s phases. Coding focused on evidence that (a) contributions were respected via egalitarian dialogue, (b) students had space to share feelings freely, and (c) previously diffident or insecure students developed self-confidence. Themes were reviewed collaboratively, with sufficient exemplars retained for reporting. Ethics: Approved by the University of Deusto Research Ethics Committee (ETK-28/20-21; 30/03/2021). Conducted per European Commission Ethics for researchers (2013). Institutional permission, parental/guardian consent, and student assent were obtained; non-consenting students’ participation in class was not analyzed. Pseudonyms preserved confidentiality.

- DLGs created an egalitarian dialogic space: Students’ contributions were respected regardless of academic status or background. Mockery during reading errors declined; peers began correcting constructively. Teachers corroborated increased attentive listening to previously ridiculed students. - Platform to transform relationships and attitudes: DLGs enabled students to voice grievances (e.g., ridicule over pronunciation, clothing, or language use), fostering peer awareness and behavioral changes. Examples include reduced name-calling toward a student with an oversized uniform and friends switching to English to include a non-Ewe-speaking peer. - Boosted self-confidence and participation: Previously shy or insecure students reported greater willingness to speak, read aloud, and answer questions in class. One student encouraged peers to be bold; another negotiated respectfully with a parent, transferring dialogic skills beyond school. A student joined and led extracurricular activities (Drama and Dance club), and sang in church, reflecting increased confidence. Supporting data points: - 17 sessions observed/recorded over ~5 months; 79 participants attended; 71 consented for analysis; analytic focus on 7 marginalized students via 14 interviews and 1 focus group. Evidence from teacher reports, observations, and student testimonies converged on improved respect, inclusion, and self-esteem.

The findings directly address the research question by showing that DLGs can transform marginalized students’ experiences through structured, egalitarian dialogue anchored in classic literature. By normalizing respectful disagreement and giving equal voice, DLGs shifted classroom culture from status-based valuation of contributions to principled egalitarianism and equality of differences. This supports dialogic learning theory and aligns with prior evidence that dialogic environments enhance inclusion and social cohesion. The platform to articulate grievances overcame a broader Ghanaian reluctance to discuss social differences, prompting students to reflect on and modify exclusionary behaviors (e.g., teasing, language-based exclusion). Gains in self-confidence translated into greater classroom participation and extracurricular engagement, indicating personal and social empowerment beyond the DLG sessions. Collectively, these changes suggest DLGs can help realize inclusive, high-quality education (SDG 4) by scaffolding reasoning, empathy, and mutual respect through quality classroom talk.

This study provides the first documented implementation of Dialogic Literary Gatherings in Ghana, demonstrating that DLGs can transform the educational experiences of marginalized junior high students by fostering egalitarian dialogue, enabling students to voice and address grievances, and boosting self-confidence and participation. These transformations echo international evidence on DLGs’ social and educational benefits and highlight their promise for Ghanaian schools seeking to reduce discrimination, improve peer relations, and support student engagement. Future research should examine academic outcomes (e.g., reading comprehension, grades, attendance) associated with DLG participation, evaluate longer-term effects, and explore scalability across diverse Ghanaian contexts and subject areas.

The study was time-constrained and did not measure the impact of DLGs on academic performance. Findings derive from a single ethnographic case with a focused analysis on seven students’ experiences, limiting generalizability and warranting further research on academic outcomes and broader populations.