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dc.contributor.author Maruatona, T.
dc.date.accessioned 2010-06-16T13:15:43Z
dc.date.available 2010-06-16T13:15:43Z
dc.date.issued 2005
dc.identifier.citation Maruatona, T. (2005) Gender and minority issues in planning literacy education in Botswana, International Journal of Lifelong Education, Vol. 24, No. 2, pp. 149-164 en_US
dc.identifier.issn 0260-1370
dc.identifier.uri http://hdl.handle.net/10311/513
dc.description.abstract This empirical paper demonstrates that in spite of being a multiethnic society, literacy education in Botswana has ignored gender and cultural diversity. It demonstrates how planners endorsed a technocratic view of planning, emphasizing their curriculum expertise instead of learners' realities. The article argues that planners systematically ignored gender and minority issues through assuming that learners shared common concerns and that they are passive consumers. The planners reinforced their dominance by using one national language in a multilingual community, arguing that it is a natural choice and nobody objected to its use. Finally, the paper suggests that in order to address gender and minority issues, the programme should use the mother tongue and adopt participatory approaches in curriculum planning. en_US
dc.language.iso en en_US
dc.publisher Routledge. http://www.informaworld.com en_US
dc.subject Gender en_US
dc.subject Minority groups en_US
dc.subject Education en_US
dc.subject Botswana en_US
dc.title Gender and minority issues in planning literacy education in Botswana en_US
dc.type Published Article en_US


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