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Sources of positive stereotypes: perspectives of junior secondary students in Botswana

Adeyemi, M.B. (IJSRE, http://www.ijsre.com, March NaN, 2011)

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Abstract:

This paper focused on the positive stereotypes junior secondary school students have of nationalities outside Africa. In addition, the paper examined the sources of the positive stereotypes as perceived by the students while implications were drawn for teacher education. A sample of 105 students matched some positive stereotypes to some nationalities, using the Princeton Trilogy. According to the findings, ten nationalities appeared mostly when the positive attributes such as scientifically-minded, intelligent, industrious, efficient, sportsmanlike, democratic, straightforward, alert, pleasure-loving and patriotic were matched by the students with various nationalities from their perceptions. The sources of information of these positive stereotypes were attributed by the students to the Internet, stories, television programmes, textbooks, friends, newspapers, radio, teachers’ interaction, and other minor sources in that order. Some implications were drawn from the findings for teaching and teacher education which included the effective teaching of decision making processes, diversity through multicultural education, and the globalization of the teacher education programmes across the world.

URI:

http://hdl.handle.net/10311/973

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Adeyemi_IJSRE_2011.pdf (1.666Mb)

Teachers' perspectives on classroom practice in Botswana: implications for pedagogical change

Tabulawa, R. (Routledge http://www.informaworld.com, April NaN, 1998)

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Attempts to improve the quality of education in Botswana have, inter alia, included an emphasis on a learner-centered pedagogy. Attempts at implementing this pedagogy have been made within the ambit of the technical rational model of curriculum development. The attempts, however, have produced inconclusive results, and these results have often been rationalized in technicist terms, e.g. as being due to lack of resources and poorly trained teachers. Overlooked in this technicist model are the teachers' perspectives on the innovation. Using the case-study approach within the rubrics of the qualitative research paradigm, this study sought to establish the perspectives of geography teachers in a senior secondary school in Botswana vis-a-vis the learnercentered pedagogy advocated in Education for Kagisano (Social Harmony), a report produced by the 1977 Commission on Education. The findings indicated that teachers' classroom practices were influenced by many factors other than technical ones: these included the teachers' assumptions about the nature of knowledge and the ways it ought to be transmitted, their perceptions of students, and the goal of schooling. It also emerged that their assumptions were incongruent with the basic tenets of the learner-centered pedagogy. The findings, then, are an indictment of the technical rational model of change implementation applied in Botswana. They indicate that disregarding what teachers know and think about their taken-for-granted classroom practices when effecting change can lead to disappointing results.

URI:

http://hdl.handle.net/10311/698

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Tabulawa_IJQSE_1998.pdf (1.076Mb)

The use of research and theory in English language teaching in Botswana secondary schools

Mooko, T. (Carfax Publishing, Taylor & Francis Group. http://www.informaworld.com/smpp/title~content=t713415834, March NaN, 2005)

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Abstract:

The purpose of this study was to establish the usage of research and theory in the teaching of English language in secondary schools in Botswana. Altogether 100 questionnaires were administered in 19 secondary schools. The results of this study indicate that teachers rarely ever refer to language research in their teaching. Less value was also placed on the theoretical information acquired during training. The respondents indicated that their teaching is essentially based on utilizing their teaching experience and individual creativity.

URI:

http://hdl.handle.net/10311/165

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mooko_educational_studies05.pdf (1.968Mb)

Using focus group interviews to research adolescents' beliefs and perceptions of sex, sexuality, HIV and AIDS in educational settings: methodological successes and challenges

Jankie, D.; Garegae, K.G.; Tsheko, G.N. (IJSRE, http://www.ijsre.com, June NaN, 2011)

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Abstract:

The paper draws attention to the relationship between the research process and the production of knowledge on adolescent sexual behaviours and HIV and HIV and AIDS issues by adolescents in Botswana schools. Within this context the paper addressed the successes and challenges experienced in conducting single and mixed sex semi-structured focus group interviews with adolescents in four junior secondary schools. It also explored adolescents’ feelings about participating in focus interviews that that explore issues regarding sex, sexuality, HIV and AIDS. Data drawn from the interviews as well as researchers’ reflections suggest that the use of focus groups as a qualitative data collection strategy opened possibilities for adolescents to share diverse knowledge, experiences and perspectives on sex, sexuality, HIV and AIDS. Likewise, it suggests that various factors enhanced and limited adolescents’ participation in focus group interviews. Moreover, this data also provides opportunities for researchers to rethink and problematize ways in which they conceptualize and utilize focus group interviews in research-based knowledge with adolescents in particular. Although the intention of this paper is not to make generalizations about the use of focus group interviews within the Botswana context, the findings reported in this paper have implications for developing and promoting culturally sensitive research approaches relevant to this country/society.

URI:

http://hdl.handle.net/10311/1114

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Jankie_IJSRE_2011.pdf (2.097Mb)

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