The Paradox of Teaching Citizenship Education in Botswana Primary Schools

Year 2012, , 85 - 105, 15.04.2012

Mavis B. Mhlauli

https://doi.org/10.12973/eu-jer.1.2.85

Abstract

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 con- stant comparative technique. The findings of the study revealed that social studies teachers perceived teach- ing 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 recom- mends 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.

Keywords

Citizenship Education, Botswana, Primary Schools, Post Colonial Theory, Knowledge

References

• Afe, J.O. (2001). Reflection on becoming a teacher and the challenges of teacher education: Inaugural lecture series 64. Benin City: University of Benin.
• Akiri, A. A. & Ugborugbo, N.M. (2009).Teachers’ effectiveness and students’ academic performance in public secondary schools in Delta States, Nigeria. Stud home comm sci, 3(2) 107 -113.
• Anderson, G. (1997). Fundamentals of educational research. London: Falmer.
• Baker, L. M. (2011). The relationships between leadership practice and teacher motivation, capacity, and work setting as related to change in literacy instruction. Retrieved 27March, 2013 from: http://udini.proquest.com/view/the-relationships-between- pqid:2550133691/
• Baker, D. P. & Lentedre, G. K. (2005). National differences, global similarities: world culture and the future of schooling. Stanford, CA: Stanford University Press.
• Basit, T. N. (2010). Conducting research in educational contexts. London: Continuum
• Bell, M. J. (2013). Define academic performance. Retrieved 17April, 2013 from:http://www.ehow.com/about_4740750_define-academic-performance.html.
• Bishay, A. (1996). Teacher motivation and job satisfaction: A study employing the experience Sampling Method. Journal of Undergraduate Sciences, 3, 147-154.
• Buckley, J. F. (2013). Team teaching – Advantages, disadvantages. Education Encyclopedia, State University. Retrieved 4 September, 2013 from: http://education.stateuniversity.com/pages/2493/team-teaching.html#ixzz2dtgGQcC9.
• Christie, K. (2005). Changing the nature of parent involvement. Phi Delta Kappa, 86(9), 645-646.
• Cohen, L. Manion, L. & Morris, K. (2007). Research methods in education (6thed). London: Routledge.
• Department of Education and Employment., (2000). Professional development. London: DfEE.
• Edvantia. (2007). What research says about the value of homework: Research review. Centre for PublicEducation. Retrieved 15 August, 2013 from: http://www.centreforpubliceducation.org/site/apps/nlnet/content3.aspx? =1vIXIiNOJwE&b=5113503&ct=6857715¬oc=1#researchmeans.
• Elsworth, S. (2013). Do Language barriers affect student performance in school? Retrieved 8 June, 2013 from: http://everydaylife.globalpost.com/language-barriers-affect-student- performance-school-
• Emerson, C. & Goddard, I. (1993). Managing staff in school. Oxford: Heinemann Educational.
• Epstein, J. L. & Jansorn, N.R. (2004). School, family and community partnership link the plan. Education digest, 69(6), 19-23.
• Fernandes, L. (2011). Home has a positive effect on students’ achievement: Duke study. Retrieved 04 September, 2013 from: http://link.servicedisqus.com/api/click?format=go&key=Cfdfcf52dffdOa70296/bad275
• Gay, L.R. & Airasian, P. (2000). Educational Research: Competencies for Analysis and Application. London: Pearson Education.
• Gazette., (2013). Poor junior certificate examination results. Gaborone: The Botswana Gazette.
• Gorman, L. (2007). Teacher incentives and students’ performance. Retrieved 3 September, 2013 from: http://www.nber.org/digest/jun07/w12627.html.
• Halsey, P.A. (2004). Nurturing parent involvement: two middle level teachers share their secrets. The clearing House, 77(4), 135-137.
• Kimani, G. N., Kara, A. M. & Njagi, L. W. (2013). Teachers’ factors influencing students’ academic achievement in secondary schools in Nyandarua County, Kenya.International journal of education and research, 1(3), 1-14.
• Lee, J.Y. (2013). Private tutoring and its impact on students’ academic achievement, formal schooling, and educational inequality in Korea. Columbia University: Unpublished, PhD thesis.
• MacNeil, A. & McClanahan, A. (2005). Shared leadership. Retrieved 14May, 2013from: http://conx.org/content/m12923/latest/
• Matambo, O. K. (2013). 2013 Budget speech. Gaborone: Government Printers
• Kgosikebatho, K. (2013). Experts pinpoint causes of poor results. Retrieved 19 August, 2013 from: www.thepatriotonsunday.co.bw/experts-pinpoint-causes-of-poor-results.
• Monyatsi, P.P. (2001). An investigation of the effectiveness of the current teacher appraisal system as practised in Botswana secondary schools. UNISA: Unpublished, PhD thesis.
• Neuman, W.L. (1997). Social research methods-qualitative and quantitative approaches. Needham Heights: Allyn & Bacon.
• Ngcelwane, M. J. (2008). A critical assessment of the implementation of performance management in the Nelson Mandela Bay Municipality. Rhodes Investec Business School: Unpublished, Master’s thesis.
• Nichols, B. & Sutton, C. (2013). Improving academic performance through the enhancement of teacher/student relationships: The relationship teaching model. A journal of the international Christian community for teacher education, 1(2), 1-2.
• O’cala, M. (2010). Factors that affect student achievement. Retrieved 17 September, 2013 from: http//voices.yahoo.com/ factors-that-affect-student-achievement- 738248.html?cat=4.
• Oppenheim, A. N. (1992). Questionnaire design, interviewing and attitude measurement. London: Printer Publishers.
• Radzka, K. (2010). Factors that affect student achievement. Retrieved 17 September, 2013 from: http//www.educationspace360.com/index.php/factors-that-affect-student-achievement.
• Republic of Botswana., (1994). Revised National Policy on Education (RNPE).Gaborone: Government Printer.
• Stanford Encyclopedia of Philosophy (2005). Critical theory. Retrieved 15April, 2013 from: http://plato.stanford.edu/entries/critical-theory/
• Strauss, V. (2013).School principals and the rhetoric of ‘instructional leadership’. Retrieved 27 August 2013 from: http://www.washingtonpost.com/blogs/answer-sheet/wp/ 2013/04/18
• Taal, A. H. S. (1996). Teacher education and training in Sub-Saharan Africa: Teacher education in Africa, past, present and future. Dakar: UNESCO.
• Tella, A. (2007). The impact of motivation on student’s academic achievement in mathematics among secondary school students in Nigeria. Eurasia journal of mathematics, science & technology education, 3(2), 149-156.
• Verial, D. (2013). Relationship between parenting styles and academic achievement. Retrieved 08 June, 2013 from: http://everydaylife.globalpost.com/relation-between-parenting-styles-academic-achieve...
• Wellington, J. (2000). Educational research: Contemporary issues and practical approaches. London: Continuum.
• WikiEducator (2013). Teacher motivation. Retrieved 12 April 2013 from: http://wikieducator.org/teacher­­­-motivation.
• Yusuf, A. F. (2012). Influence of principals’ leadership styles on students’ academic achievement in secondary schools. Journal of innovative research in management and humanities, 3(1), 113 -121.