Celebrating cultural treasures: Practical ways of implementing multiculturalism in schools

Nhlekisana, Rosaleen O. B.

doi:10.1080/10228190903055543

Cited by 1 publication

(1 citation statement)

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“…It is argued that it is actually the suppression of diversity that can breed resistance, resentment and conflict. In contrast to South Africa, Botswana has recognized only one indigenous language (Setswana) and accorded it space within the school curriculum (Boikhutso and Jotia, 2013; Jotia and Pansiri, 2013; Mafela, 2009a, 2009b; Molosiwa, 2009a, 2009b; Nhlekisana, 2009; Nyati-Ramahobo, 2000).…”

Section: Theoretical Lensesmentioning

confidence: 99%

Linguistic and Religious Diversity and Inclusivity in the Botswana School Curriculum

Kamwendo

Seretse

2014

Journal of Asian and African Studies

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Botswana, an African country, is characterized by linguistic and religious diversity. To this end, the paper assesses the extent to which the school curriculum accommodates and reflects the country's linguistic and religious diversity. The paper argues that whilst Botswana's Vision 2016 calls on the education system to accommodate linguistic diversity, the curriculum does not do so. Through the pursuit of a linguistic assimilation policy, the education system promotes and recognizes only one local language (Setswana), leaving other local languages out of the curriculum. In contrast, the curriculum houses a multi-faith religious education. This brand of religious education is an attempt to accommodate the religious diversity that exists in Botswana. Previously, schools had a mono-faith religious education syllabus. The multi-faith syllabus is considered to be a meaningful way of enabling learners to appreciate religious diversity.

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