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Exploring the Impact of Pedagogical Challenges in Multiculturally History Classrooms in 2022/23: A Teaching and Learning Perspective in Botswana Secondary Schools

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  • Molemogi Makgoba

    (Faculty of Education, BA ISAGO University, Botswana)

Abstract

Botswana is a multicultural state and like other culturally diverse nations, it faces challenges ofdiversity and inclusivity in education. In Botswana, English is the official language and Setswana is a national language and the education system recognizes these two as languages of instruction. This is a challenge as there are other ethnic groups in Botswana whose languages are neither English nor Setswana. In schools, this has proven to be a problem as there are diverse students for whom Setswana is not their mother tongue and they do not grasp concepts easily. Chebanne and Moumakwa (2012) observed that the San remain illiterate and marginalized because of the current state of education in Botswana where the Education Language Policy is monolingual. The San have been left out of the education system since their indigenous language is not incorporated into the national curriculum. This poses a problem for History in that its subject matter deals with indigenous people and it will be difficult for teachers to teach students who feel their ethnic groups are marginalized.

Suggested Citation

  • Molemogi Makgoba, 2024. "Exploring the Impact of Pedagogical Challenges in Multiculturally History Classrooms in 2022/23: A Teaching and Learning Perspective in Botswana Secondary Schools," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(3s), pages 829-836, March.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:3s:p:829-836
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