Silence and silencing in the classroom: Rwandan girls' epistemic exclusion in English medium basic education
Silence and silencing in the classroom: Rwandan girls' epistemic exclusion in English medium basic education
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课堂上的沉默与沉默：卢旺达女孩在英语基础教育中的认知排斥
DOI：
10.1080/01434632.2022.2159031
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发表时间：
2022
影响因子：
2.3
通讯作者：
Kuchah K
中科院分区：
文献类型：
--
作者：
Kuchah K
本文发展了认知排斥的概念，探索不同类型的沉默和沉默，发生在英语媒体卢旺达教室的一种方式。通过关注教师教学实践的课堂观察以及女孩在课堂上互动的方式，我们展示了认知排斥的经验如何与其他边缘化机制相互交叉，在这种情况下，与性别规范和预期行为有关。通过对四所官立学校32节小六和中三课堂的双课堂观察时间表和录像的专题分析，我们发现了一些例子，表明学习者在语言和学科知识的共同建构中的参与受到课堂实践的限制。在中学三年级，尤其可以观察到女孩沉默，不愿在课堂上发言和回答老师的问题，加上从肢体语言中可以看出的缺乏信心，使女孩无法参与课堂上自发的谈话。结论讨论沉默如何限制女孩的认知包容。
This paper develops the notion of epistemic exclusion as a way of exploring the different types of silence and silencing that happen in English medium Rwandan classrooms. By focusing on classroom observationsof teachers’ pedagogic practices and the ways in which girls interact in the classrooms, we demonstrate how experiences of epistemic exclusion intersect with other mechanisms of marginalisation, in this case related to gendered norms and expected behaviours. Through thematic analysis of dual classroom observation schedules and video transcriptions from 32 Primary Six and Secondary Three lessons in four government schools, we have identified examples where learners’ engagement in the co-construction of language and subject knowledge was limited by classroom practices. Silence, and silencing, of girls was particularly observed in Secondary Three where reluctance to speak in class and respond to teachers’ questions, combined with lack of confidence as evidenced through body language, deprived girls from participating in spontaneous classroom talk. Conclusions discuss how silencing limits girls’ epistemic inclusion.