Ethnocultural Identities and School Retention
The case of rural ethnic minorities in Botswana
Bibliographic Data
| ID | 2388917 |
|---|---|
| Authors | Nkobi Owen Pansiri (0000-0001-7278-2433, University of Botswana, corresponding author) |
| Year | 2012 |
| Volume | 8 |
| Issue | 3 |
| Pages | 239-252 |
| Publication date | 2012-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | AlterNative An International Journal of Indigenous Peoples (JOURNAL) |
| Journal identifiers | ISSN: 1177-1801 • E-ISSN: 1174-1740 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/117718011200800301 |
| OpenAlex | W176400666 |
| Language | EN |
| Citations received | 3 |
| References cited | 23 |
This paper discusses a qualitative case study that used ethnophenomenological methods to develop an improved understanding of the problems of school retention in basic education among some rural ethnic minority communities in Botswana. Theories of ethnocentrism and postcolonialism were applied to interrogate the emerging issues. This study argues that nation-state social policies contribute to the development of identities that cause ethnocultural stereotypes and prejudices. These constructs influence the people's action and behaviour which affect school retention. It also argues that the pedagogy of the school transmits cultural stereotypes and prejudices that reinforce ethnocultural and ethnolingual hegemonies and traditions that contribute to negative self-image in the minds of children from indigenous minority communities. The study recommends a review of Botswana's social policies and improvement of school pedagogy to improve retention in the basic education programme
Ethnic group · Ethnocentrism · Indigenous · Pedagogy · Sociology · Anthropology · Gender Studies · Global Educational Policies and Reforms · Multilingual Education and Policy · Poverty, Education, and Child Welfare · Psychology · Social Psychology
Handbook of qualitative research
Outline of a Theory of Practice
Whose Education for All? The Recolonisation of the African Mind
Improving commitment to basic education for the minorities in Botswana
Qualitative educational research in developing countries. Current perspectives
Pedagogical classroom practice and the social context
Perspectives on Educational Language Policy and its Implementation in African Classrooms
Language, Power, Development and Geopolitical Changes
Postcolonial perspectives and comparative and international research in education
Educational Policies in Multi‐Cultural Societies
Indigenous Education
Education and the new imperialism
Counteracting the Threat of Language Death
Perspectives on Language Attitudes and Use in Lithuania's Multilingual Setting
Shifting Language Attitudes in Linguistically Diverse Learning Environment in South Africa
Educational Research
The Challenge of Increasing Access and Improving Quality
Multilingualism in South Africa with Particular Reference to the Role of African Languages in Education
| Citations per year | 0.25 |
|---|---|
| Citation span | 2014 - 2018 (5) |
| Highly cited | No |