Responses to cultural diversity in Botswana’s schools: links between national policy, school actions and students’ civic equality

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Responses to cultural diversity in Botswana’s schools: links between national policy, school actions and students’ civic equality

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Title: Responses to cultural diversity in Botswana’s schools: links between national policy, school actions and students’ civic equality
Author: Mulimbi, Bethany Lynn ORCID  0000-0002-4233-6210 ; Dryden-Peterson, Sarah Elizabeth

Note: Order does not necessarily reflect citation order of authors.

Citation: Mulimbi, Bethany, and Sarah Dryden-Peterson. 2017. Responses to Cultural Diversity in Botswana’s Schools: Links Between National Policy, School Actions and Students’ Civic Equality. Journal of Curriculum Studies (November 6): 1–23.
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Abstract: This article examines nation-state policies that have prioritized toleration of diversity over recognition through comparative case studies of three junior secondary schools in Botswana. Through data collected in observations, focus groups, interviews, and Participatory Action Research, we demonstrate how the schools, which varied in the ethnic composition of their students, teachers, and surrounding communities, responded differently to the reality of their multicultural student bodies. Two followed national policies closely, while the third crafted school level policies adapted to its student population, yet tightly constricted by national policies and curriculum. In all three schools, students of ethnic minority backgrounds experienced varying degrees of shame, discrimination, and a sense of exclusion from the nation and found little recourse to discuss and address these experiences within the structures of their schools. We argue that schools could better develop students’ capacity for equal citizenship were they supported by national education policies and curriculum to recognize the cultural, historical, and linguistic diversity of Botswana’s ethnic minorities explicitly in schools.
Published Version: doi:10.1080/00220272.2017.1398353
Terms of Use: This article is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#OAP
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:34692517
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