State Hegemony and the Planning and Implementation of Literacy Education in Botswana

Autor/in	Maruatona, T.
Titel	State Hegemony and the Planning and Implementation of Literacy Education in Botswana
Quelle	In: International Journal of Educational Development, 24 (2004) 1, S.53-65 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2003.09.002
Schlagwörter	Foreign Countries; Developing Nations; Democracy; Adult Literacy; Literacy Education; Adult Education; Cultural Influences; Socioeconomic Influences; Gender Differences; Racial Differences; Government Role; Politics of Education; Botswana + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Demokratie; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Cultural influence; Kultureinfluss; Sozioökonomischer Faktor; Geschlechterkonflikt; Rassenunterschied; Educational policy; Bildungspolitik
Abstract	Planning adult literacy education in developing nations is largely viewed as a technical process reserved for government officials at the Ministry of Education. This empirical study argues that in Botswana, state sponsored adult literacy asserts its hegemony and stifles learner participation and district initiatives. The paper provides an overview of the socio-economic and political situation in Botswana arguing that in spite of being a liberal democracy, the planning and implementation of adult literacy education is driven by central government officials and views learners as having similar experiences and treats them as passive consumers. It fails to employ literacy education to address social disparities based on ethnicity and gender. Finally, the paper suggests that the planning should be decentralized and use a participatory approach. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10