GSE Publications

Document Type

Journal Article

Date of this Version

1-1-2006

Abstract

The San tribe in Botswana has historically been oppressed as they have struggled to maintain their culture and livelihood in the face of change. This article presents a portion of a multiple case study of access to education in Botswana, examining access to education for the San, a minority tribe with little access to formal schooling. The findings indicate that the San face barriers to educational access such as language differences, the inconvenient location of formal schools, the impact of tribal resettlement, and cultural differences. The barriers experienced by the San imply the need for educational reform to better include this group in formal education.

Comments

Postprint version. Published in International Journal of Educational Development, Volume 26, Issue 1, January 2006, pages 88-97. Publisher URL: http://dx.doi.org/10.1016/j.ijedudev.2005.07.014

Keywords

comparative education, educational policy, development, international education, San, Botswana

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Date Posted: 02 March 2007

This document has been peer reviewed.