Dryden-Peterson, SarahMulimbi, Bethany Lynn2017-02-032017Dryden-Peterson, S. and Bethany Mulimbi. 2017. Pathways Toward Peace: Negotiating National Unity and Ethnic Diversity through Education in Botswana. Comparative Education Review 61 (1) (February): 58–82.0010-4086http://nrs.harvard.edu/urn-3:HUL.InstRepos:30194042This study examines how education can disrupt threats of conflict, specifically in the presence of ethnic diversity. We present a historical analysis of Botswana, using methods of process tracing drawing on documents, in-depth interviews, and Afrobarometer survey data. Post-independence Botswana engaged in redistribution of educational access across ethnic groups and promotion of common civic principles of social harmony. At the same time, it constructed through schools ethnically-based national identity, which excluded many minorities. Lack of recognition for ethnic minorities remains a persistent challenge, yet it exists in a context of high commitment to unity and the nation-state, even among minority groups, which may have allowed recent dissent to happen peacefully. The paper defines mechanisms by which educational redistribution and recognition can disrupt resource-based and identity-based inequalities that often lead to conflict. This model holds promise for conflict avoidance and mitigation in multiethnic states globally.en-USJournal Article2017-02-0310.1086/689614