Barriers to Inclusive Education and Prospects for the Khoesan of Botswana

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Author(s): Kemmonye Collete Monaka (University of Botswana, Botswana)and Anderson Monthusi Chebanne (University of Botswana, Botswana)
Copyright: 2025
Pages: 20
Source title: Enablers, Barriers, and Challenges for Inclusive Curriculum
Source Author(s)/Editor(s): Erasmos Charamba (University of Limerick, Ireland)and Shalom Nokuthula Ndhlovana (University of the Witwatersrand, South Africa)
DOI: 10.4018/979-8-3373-1000-8.ch013

Keywords: Curriculum Development and Instructional Design / Gender & Diversity / Information Science Reference / Medicine & Healthcare

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Abstract

The Botswana education system planners endorsed a technocratic view of planning, emphasizing their curriculum expertise instead of learners' realities. Numerous studies on Khoesan education in Botswana attest to serious hurdles more especially that Setswana and English languages are second, third, and sometimes fourth languages depending on the localities of the Khoesan children. The Khoesan were and are still subjected to discrimination and marginalization in education and other domains of life. The creation of the Remote Area Development Program (RADP) in 1978 by the Government of Botswana was recognition that the Khoesan were the most marginalised. The question is whether the Khoesan benefitted. The answer is that it was other groups who benefitted from RADP and not the Khoesan. The main reason for this was and is that marginalization and poverty cannot be eliminated by homogenous schemes.

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Barriers to Inclusive Education and Prospects for the Khoesan of Botswana

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