The Paradox of Teaching Citizenship Education in Botswana Primary Schools

Abstract

<p style="text-align: justify;">The major purpose of this study was to explore the social studies teachers’ perceptions and understandings of citizenship education in primary schools in Botswana. The study adopted a post colonial lens by using the notions of the pedagogy of imperialism and contrapuntal criticism to interrogate the teachers’ perceptions of citizenship education. The study was qualitative in nature and employed the naturalistic inquiry paradigm. Qualitative methods were used to collect data. Data were analyzed using grounded theory through the constant comparative technique. The findings of the study revealed that social studies teachers perceived teaching about Botswana as citizenship education. The paradox lies in the teachers’ view that knowledge about Botswana’s cultures, histories and politics constitutes citizenship education. Therefore, the study recommends that citizenship education be re-imagined to take into account both the local and global trends on citizenship education. Furthermore, teachers have to be cognizant of the politics of mainstream academic knowledge and work towards knowledge construction devoid of imperialist ideologies.</p>

“There is still peace. There are no wars.”: Prioritizing unity over diversity in Botswana’s social studies policies and practices and the implications for positive peace

“…Teachers have similarly little control over what and how they teach once they are employed through the Ministry of Education; as Tabulawa wrote, "The highly specific content leaves absolutely no room for the teacher to determine what to teach" (2009, p. 101). Although teachers have a strong union that has ensured they receive fair, timely pay and reasonable leave, teacher morale is generally low due to perceived lack of promotions and salary increases (Mhlauli, 2012). Teachers' indebtedness to government for their education and livelihoods, as well as the limited choice they have over the content areas they teach or how to teach them together comprise factors that decrease the likelihood of their challenging or undermining the official, written curriculum during their classroom practice.…”

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

“…In school curriculum, these more contentious aspects of minority culture and experiences are unrecognized and treated as private matters to be tolerated. Setswana remains the only indigenous language of instruction in schools, alongside English (Mhlauli, 2012;NyatiRamahobo, 2006b). We argue that Botswana's policy and curricular approach of promoting unity through assimilation to Tswana norms and language undermines schools' ability to build unity through equal citizenship.…”