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

Figures & data

Figure 1. Framework of epistemic exclusion.

Table 1. Observed types of meaning-making through talk.

Constrained	Finishing teacher’s sentences	Repeating phrases (e.g. from the board)	Responding to closed whole-class questions	Responding to closed individual questions
Guided	Responding to open-ended individual questions	Exploratory talk in groups (although mainly in Kinyarwanda)	Summarising content in their own words
Spontaneous	Asking a question to the teacher

Data availability statement

We are in the process of making our data available on the UK data service and this will be available as soon as possible