Browsing Research articles (Dept of Languages & Social Sciences Education) by Author "Mafela, L."
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Mafela, L. (Routledge. http://www.informaworld.com, August NaN, 2009)[more][less]
Abstract: This study explores the historical relationship between the languages of Basarwa of Botswana and Setswana, in order to understand the dynamics underpinning their appropriation of the Setswana language, as they adjust to their changing livelihoods. The study contributes towards the promotion of a better understanding and awareness of the issues of language shift and language use amongst Basarwa. Basarwa occupy the lowest rungs of the social ladder in Botswana. Due to the close association between the status of the people and the status of their language, the Basarwa languages accordingly rank low in use and status nationally (Andersson & Janson, 2004, p. 118; Batibo, 2005, p. 71). Like the other minority languages, the Basarwa languages also have a low status and a low prestige in education and in written discourse. Moreover, the study observes that in their quest to mediate their socio-economic marginalisation, Basarwa have had to appropriate Setswana, the dominant national language for survival. However, their appropriation of the Setswana Language has had deleterious effects on their languages and overall sociocultural identity. In this context, the nationally dominant Setswana language not only dominates public discourse, but also official spoken discourse as well, while English dominates official written discourse (Andersson&Janson, 1993, pp. 83 84). The sources used to guide this analysis include secondary material, official and unofficial documents, as well as the author’s own observations, as a Motswana and an educationist. URI: http://hdl.handle.net/10311/529 Files in this item: 1
Mafela_IJM_2009.pdf (1.665Mb) -
Code-switching in Botswana history classrooms in the decade of education for sustainable developmentMafela, L. (Routledge http://www.informaworld.com, July NaN, 2009)[more][less]
Abstract: Education is an important vehicle for the achievement of overall sustainable development. Moreover, international organisations have encouraged governments around the world to work towards achieving education for all. The notion of inclusive education has been useful in ensuring that country-level educational policies and practices incorporate and serve the interests of learners coming from diverse socio-cultural and linguistic backgrounds. Language facilitation has been earmarked by UNESCO (2005) as a necessary component of education for sustainable development. Despite global affirmation of the importance of language, the absence of language facilitation policies hampers the achievement of education for sustainable development at classroom level. This article explores language use in Botswana's History classrooms in the context of education for sustainable development. It is based on an exploratory study that was undertaken to investigate the use of code-switching in Botswana's History classrooms. The article begins with a discussion of the concept, origins and evolution of sustainable development, and how it links with education for sustainable development. The article goes on to link education for sustainable development with issues of equity and inclusiveness, and explores the role of language in the facilitation of an enabling and interactive teaching and learning environment. URI: http://hdl.handle.net/10311/725 Files in this item: 1
Mafela_LM_2009.pdf (1.531Mb) -
Mafela, L. (Research and Development Unit, University of Botswana http://www.thuto.org, NaN, 1999)[more][less]
Abstract: The dairy industry arose in Bechuanaland primarily as an alternative to beef production in response to South Africa's restrictions on the import of cattle from the Protectorate African dairy producers were at a disadvantage compared to settler farmers due to the lack of government support for the infrastructure essential for highly perishable dairy produce The decline of dairy production in the later colonial period can be attributed to the revival of beef exporting, which undercut the Administration's already limited interest. These events can be situated within the broader pattern of colonial underdevelopment. URI: http://hdl.handle.net/10311/699 Files in this item: 1
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Mafela, L. (Research and Development Unit, University of Botswana. http://www.thuto.org, NaN, 1997)[more][less]
Abstract: In both precolonial and Westerm forms of schooling, education was a crucial medium of construction and articulation of ideas concerning the role and behaviour of women. Precolonial education reproduced and maintained sharp gender differentiation in the division of labour. Socialisation and women's own internalisation of their role and position in society, upheld dominant male ideology and subordination of women. Under colonialism, missionary and colonial education renegotiated but did not fundamentally change the role and position of women. However, it inadvertently also provided women with ways to move out of the household sphere into the wider labour market, albeit as unequal participants. Missionary education strictly separated the sexes and rested on the continued association of women with Victorian notions of 'domesticity'. The concept of ideology is used in this paper to tease out and highlight the gender dynamics which have influenced and directed education among Batswana. URI: http://hdl.handle.net/10311/525 Files in this item: 1
mafela Competing gender ideologies.pdf (794.6Kb)
Now showing items 1-4 of 4