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

Marginalization in education significantly impacts academic performance, peer interactions, and a sense of belonging. In Ghana, children from impoverished communities, ethnic/linguistic minorities, and displaced situations face considerable educational marginalization. Existing literature predominantly focuses on students with disabilities, leaving a gap in understanding inequalities related to ethnicity, language, and socioeconomic status. These inequalities contribute to lower basic education completion rates, exacerbated by a societal reluctance to openly discuss differences. The study emphasizes the need for inclusive learning environments promoting lifelong learning opportunities. While few studies propose strategies for active participation and self-confidence building among marginalized students in Ghana, research highlights the importance of "talk," collaborative learning, and classroom dialogue for knowledge construction and active participation. Dialogic learning, particularly Dialogic Literary Gatherings (DLGs), has demonstrated success in diverse contexts globally, improving academic performance, social cohesion, and addressing educational inequalities. This study aims to investigate the impact of implementing DLGs in a Ghanaian 8th-grade classroom to address educational inequalities and transform students' educational experiences.

The literature review highlights the negative effects of marginalization on students' educational experiences, focusing on the lack of research addressing this issue specifically in Ghana. Existing studies predominantly concentrate on students with disabilities. The review emphasizes the importance of fostering inclusive learning environments that promote lifelong learning opportunities for all students. It also underlines the significance of "talk," collaborative learning, and classroom dialogue in knowledge construction and active participation. The review explores the successful application of dialogic learning, particularly DLGs, in various international contexts, showcasing its positive impact on academic achievement, social cohesion, and the reduction of educational inequalities. Despite this global success, limited research exists on the implementation and effectiveness of DLGs in Ghana, motivating this study.

This study employed a qualitative ethnographic case study methodology, combining elements of ethnography and case studies. Weekly observations were conducted in an 8th-grade classroom in Southeastern Ghana from October 2021 to February 2022. DLGs were implemented for the first time in this school, taking place once or twice a week during English Literature classes. Age-appropriate versions of "Oliver Twist," "Oedipus the King," and "The Odyssey" were used as reading material. Students selected text passages, read aloud, and shared their thoughts and feelings. The facilitator ensured egalitarian dialogue and respect for all opinions. Data collection included observations of 17 DLG sessions (audio-recorded), observations in non-DLG settings (recess), a focus group discussion with all participants, and 14 semi-structured interviews (two per student) with seven students who reported experiencing marginalization. The 7 students, selected based on their contributions in DLGs indicating experiences of discrimination, consisted of 5 girls and 2 boys (ages 13-16) representing diverse ethnic backgrounds (Akan, Ga-Dangme, and Ewe). Data analysis involved verbatim transcription (with translation from Ghanaian languages), thematic analysis, and coding focused on respect for contributions, freedom of expression, and changes in self-confidence. Ethical considerations, including IRB approval, informed consent, and participant confidentiality, were meticulously followed.

The findings reveal that DLGs provided an egalitarian dialogic space where marginalized students felt respected and could freely share their opinions, regardless of their academic standing or social status. Students previously hesitant to participate due to fear of judgment actively engaged in discussions. The DLGs facilitated the sharing of grievances, leading to positive transformations in peer relationships and attitudes. Students who had been mocked or excluded reported increased empathy and understanding from classmates. The DLGs significantly boosted participants' self-confidence and self-esteem. Students who were previously shy and withdrawn became more assertive, participating more actively in class discussions and school activities. They also reported transferring these newfound skills and confidence to their personal lives, exhibiting improved communication and self-advocacy with family members and in other settings. The study demonstrates the power of DLGs in creating inclusive classroom environments where marginalized students feel valued and empowered.

The findings strongly support the effectiveness of DLGs in transforming the educational experiences of marginalized students. The creation of an egalitarian and respectful dialogic space enabled students to overcome barriers to participation and express themselves freely. This addresses the challenges identified in the introduction regarding societal reluctance to discuss differences and the lack of opportunities for marginalized students to voice their experiences. The observed positive transformations in peer relationships, attitudes, and self-confidence align with the principles of dialogic learning and highlight the importance of quality talk in the classroom. The study's success in replicating the DLG approach in a Ghanaian context contributes significantly to the existing body of research and demonstrates its applicability in diverse settings. The findings underscore the potential of DLGs as an innovative strategy to foster inclusion and improve the educational outcomes of marginalized students.

This study demonstrates the transformative power of Dialogic Literary Gatherings (DLGs) in improving the educational experiences of marginalized students in Ghana. DLGs created an egalitarian space for dialogue, leading to improved peer relationships, increased self-confidence, and enhanced participation in the classroom. The study's success highlights the potential of DLGs as an effective intervention strategy for promoting inclusive education. Future research could explore the impact of DLGs on academic performance and investigate the long-term effects of the intervention.

The study's limited duration and sample size may restrict the generalizability of the findings. The study did not assess the long-term impact of the DLGs on students' academic achievement. Future research should address these limitations by conducting larger-scale studies with longer follow-up periods to measure the sustained impact of DLGs on marginalized students' academic progress and overall well-being.