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Research Article

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

Kuchah Kuchaha School of Education, University of Leeds, Leeds, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-7480-5774View further author information
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Laela Adamsonb Department of Education, University of Bath, Bath, UKORCID Iconhttps://orcid.org/0000-0002-2471-3246View further author information
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Aline Dorimanac College of Education, University of Rwanda, Kayonza, RwandaView further author information
,
Aloysie Uwizeyemariyac College of Education, University of Rwanda, Kayonza, RwandaView further author information
,
Alphonse Uworwabayehoc College of Education, University of Rwanda, Kayonza, RwandaView further author information
&
Lizzi O. Milliganb Department of Education, University of Bath, Bath, UKORCID Iconhttps://orcid.org/0000-0002-6971-6555View further author information
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Received 20 Jul 2022, Accepted 07 Dec 2022, Published online: 31 Dec 2022

Citations (5)

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Read on this site (3)

Rafael Mitchell & Lizzi O. Milligan. (2023) Lesson observations in sub-Saharan Africa: bringing learners into focus. Cambridge Journal of Education 53:5, pages 627-644.
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Laela Adamson, Lizzi O. Milligan & Zubeida Desai. Exploring the injustices perpetuated by unfamiliar languages of learning and teaching: the importance of multi-angle, learner-focused research. International Journal of Research & Method in Education 0:0, pages 1-16.
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Lizzi O. Milligan, Aline Dorimana, Aloysie Uwizeyemariya, Alphonse Uworwabayeho, Terra Sprague, Laela Adamson & Kuchah Kuchah. Umuzigo w’inyongera: girls’ differential experiences of the double-burden of language and gender in Rwandan English medium secondary education. Language and Education 0:0, pages 1-16.
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Articles from other publishers (2)

Kuchah Kuchah & Lizzi O. Milligan. (2024) ‘Tu connais le answer?’: Multilingual children's attempts to navigate monolingual English Medium classrooms in Cameroon. System 122, pages 103216.
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Laela Adamson & Rhona Brown. (2024) Exploring children's experiences of schooling in Tanzania: How the ‘hidden curriculum’ undermines aspirations for sustainable development. Children & Society.
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