Ethnic identity in a 'Homogeneous' Nation State

This thesis adopts a two thronged approach to explore the two components of the common wisdom in Botswana. Firstly, it tests the claim by the common wisdom that Botswana is inherently homogeneous. That 90% of the population either speaks Setswana or belongs to Setswana speaking tribes. Secondly, it tests the fact that this perceived homogeneity connect to the countryâs democratic, economic and political success. The study uses existing Afrobarometer survey data drawn from Rounds 1 (1999), 2 (2003) and 3 (2005) Afrobarometer survey data to test both claims about Botswanaâs homogeneity thesis. The findings of this study reveal that the first part of the common wisdom is confirmed especially when using language âspoken most at home.âHowever, it is disconfirmed when using âhome language.â It is also shown that when using tribe (a putatively objective) and social identity (a more subjective) dimension of ethnicity, the level of ethnic diversity in Botswana is much higher than the common wisdom suggests. This is more apparent when language and tribe are broken down according to district and rural-urban location. It seems that minority groups are distributed across and also concentrated in certain parts of the country. With regard to the second part of the common wisdom, the results point out that difference in language, tribe and social identity exist. However, these are not politicized and not aligned with key political factors of national identity, interpersonal trust, political participation, voting and government legitimacy. There are no important politically relevant cleavages structures in Botswana. This study concludes by proposing that, it may be this lack of politicization of identity, rather than the putative homogeneity of the country, that accounts for Botswanaâs record of development and democracy

How Faith-Based Organisations Assist HIV/AIDS Orphans with their Academic Work: Botswana Perspective

This study investigated how Faith-Based Organizations (FBOs) in Botswana assisted HIV/AIDS orphans with their academic work. The study notes that traditionally, the extended family system was the cornerstone of the social security system that cared for orphans. However, as a result of the HIV/AIDs epidemic, the extended family system is no longer able to adequately provide for the physical, psycho-social, emotional and academic needs of the orphans. The study used a mixed research approach that combined qualitative and quantitative techniques and collected data from two FBOs located in two peri-urban areas. The key findings revealed that orphanhood negatively affects the academic performance of the learners especially through lack of concentration in class caused by thinking about their deceased parents. Finally, the study calls for a systematic integration of spiritual and psycho-social support in the orphan care programme and the need to attend to the educational needs of the orphans.   Keywords: Faith-Based Organisations, Academic Performance, HIV/AIDS, Orphans, Guidance, Counselling, Ethics, Care

Secondary School Teacher’s Perceptions of the Role of Social Studies in Fostering Citizenship Competencies

This study investigated the perceptions of the role of Botswana’s social studies teachers at secondary school level in fostering citizenship competencies and skills. Survey questionnaires were used to collect data comprising close and open-ended questions. The total population comprised forty-one respondents purposively sampled from nine junior and senior secondary schools in rural and urban locations. These included thirty four social studies teachers and seven head of departments. Data were analyzed quantitatively using descriptive statistics. The findings revealed that, contrary to expectations the Botswana’s social studies curriculum does not promote the acquisition of citizenship skills. There is a disconnection between what social studies teachers think they do and what actually happens on the ground. In fact, the mere teaching of citizenship skills does not automatically translate into equipping learners with the relevant and appropriate competencies. Successful implementation of citizenship education requires political commitment and social studies teachers who are well trained and competent to handle educational reforms

Undergraduate Research Supervision in Social Studies and Religious Education: The Case of Primary Colleges of Education in Botswana

This paper explored the myriad problems associated with undergraduate research supervision in social studies and religious education using one of the primary Colleges of Education near Gaborone, the capital city of Botswana as a case study. The study applied qualitative research involving interviews and focus group interviews to solicit information from eight college lecturers and ten final year students doing research in Religious Education and Social Studies. The respondents were purposively selected on the basis that they would provide rich data on the supervision of research projects. Additional information was generated through document and content analysis. The findings revealed that supervisors and student teachers at undergraduate level experience a large array of problems related to research capacity. The students, for example lacked presentation skills which has resulted in failure to present original work. There is also evidence of a relatively inadequate supervisory skills by college lecturers in terms of executing their supervision duties. The study concludes by calling for both supervisors and their supervisees to consider undergraduate research as a two-way process which requires expertise and adequate skills