Author: Annah A. Molosiwa
ISBN No: 978-1-920447-37-3
Cost: 30.00
The Teaching of Culture in Botswana Secondary Schools: The teaching of the cultural component of the Setswana syllabus at Secondary School level in Botswana is fraught with problems. While some teachers view the constraints of the planned school curricular and policies as inhibiting the teaching of culture, others do relegate it to the lower levels of the education system. This article argues that the non-teaching of the topics on culture deny learners the essential knowledge, attitudes and skills they need in order to understand themselves and others, to appreciate cultural diversity and participate effectively both in their communities and nationally. Data for the article was collected for over a period of ten weeks among selected secondary school teachers of Setswana. Data sources included an open-ended survey questionnaire, audio-taped interviews, official documents, teacher documents and ethnographic field notes. Responses to the survey and interviews were coded to identify key issues that emerged from teachers’ statements and other data sources in relation to the research questions. The findings revealed that even though the syllabus is aimed at developing the literacy needs of students in multiple ways, this is not the case practically. Several factors are attributed to this: institutional and social discourse, examination-driven teaching, inadequate teacher preparation and lack of teachers’ professional development.
ISBN No: 978-1-920447-37-3
Cost: 30.00
The Teaching of Culture in Botswana Secondary Schools: The teaching of the cultural component of the Setswana syllabus at Secondary School level in Botswana is fraught with problems. While some teachers view the constraints of the planned school curricular and policies as inhibiting the teaching of culture, others do relegate it to the lower levels of the education system. This article argues that the non-teaching of the topics on culture deny learners the essential knowledge, attitudes and skills they need in order to understand themselves and others, to appreciate cultural diversity and participate effectively both in their communities and nationally. Data for the article was collected for over a period of ten weeks among selected secondary school teachers of Setswana. Data sources included an open-ended survey questionnaire, audio-taped interviews, official documents, teacher documents and ethnographic field notes. Responses to the survey and interviews were coded to identify key issues that emerged from teachers’ statements and other data sources in relation to the research questions. The findings revealed that even though the syllabus is aimed at developing the literacy needs of students in multiple ways, this is not the case practically. Several factors are attributed to this: institutional and social discourse, examination-driven teaching, inadequate teacher preparation and lack of teachers’ professional development.
