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

Abstract Discrimination and educational inequalities continually affect lifelong learning opportunities among marginalized groups in the 21st century. In Ghana many parts of Sub-Saharan Africa, children from rural urban poor communities, ethnic linguistic minorities those displaced situations have experienced discrimination marginalization education for decades. However, few studies propose ways students can transform their experiences school. This paper explores how participating a dialogue-based intervention named Dialogic Literary Gatherings (DLGs) transformed students. An ethnographic-case study was conducted with 8th-grade compulsory school Southeastern Ghana. Focusing on personal accounts seven students, our findings show that DLGs created affordances to engage egalitarian dialogue, share grievances while transforming relationships attitudes peers boost participants’ self-confidence, eventually experiences. is relevant practitioners stakeholders seeking innovative strategies potentially discriminated students’ keep them