Abstract
Society prospers on education to shape the individual; formal or informal. In modern times where governments are responsible for the organization of society, education serves as a developmental tool for the citizenry. The choices that a country makes towards developing its nation are very important, Botswana is a case in point with her Vision 2036 which stipulates her aspirations under the pillar of Human and Social Development. As Harworth Robert H. (2012) postulates, Education is political and as such, the decision to introduce a subject in the school system is always a political one guided by socio-economic factors. In Botswana’s Education environment a monolithic and monoethnic political perspective has prevailed in the Education system where only two (2) languages: Setswana and English, have been taught as subjects and were equally used as languages of instruction. French disrupted this status quo when it was introduced in public schools in 2000.
Author Information
Boingotlo Winnie Kaome, University of Botswana, Botswana
Rodah Sechele-Nthapelelang, University of Botswana, Botswana
Obene Bojosi, University of Botswana, Botswana
Paper Information
Conference: ECE2023
Stream: Educational policy
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Kaome B., Sechele-Nthapelelang R., & Bojosi O. (2023) The Place of French in Botswana’s Language in Education Policy: Contradictions and Paradoxes? ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.111
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.111
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