![]() The qualitative approach was adopted and thematic analysis was used to analyse the recorded discourses. The data collection instruments were audio-recorders and note taking. In total, 360 minutes of verbal structures were analysed, that is, a duration of 40 minutes each from the 9 class sessions. Classroom sessions of 9 language tutors from 3 Colleges of Education spread across 3 regions of Ghana were observed and recorded. It investigates how gender is represented in the discourses and spontaneous interactions, sentences and utterances in the language classroom. This study is an attempt to re-echo and complement the efforts of the UN in creating sufficient gender-awareness in education. However, the problem still remains an issue of concern especially in developing and Sub-Saharan African countries. ![]() ![]() Massive efforts are fronted by the United Nations (UN) and other International Organisations to reduce or eliminate gender-biases and violence. Gender equality and gender-fair representation, across all facets of life, especially in education, has been one of the major agenda of the United Nation’s Sustainable Development Goals (SDGs). ![]()
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