All Together Now: Using Conversational Analysis and Muted Group Theory to Understand Gendered Classroom Discourse in a Cameroonian Primary Classroom
Using Conversational Analysis (Jefferson, 2004) and Ardener’s (2005) Muted Group Theory, this paper explores classroom data from an African classroom through the sociolinguistic lens of ‘gendered linguistic space’. Emphasis here is on one small village primary school in the rural area surrounding th...
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| Format: | Article |
| Language: | English |
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Sustainable Programs to Reduce Educational and Avocational Disadvantages (SPREAD)
2018-02-01
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| Series: | African Journal of Teacher Education |
| Online Access: | https://journal.lib.uoguelph.ca/index.php/ajote/article/view/3765 |