GSE Publications
Document Type
Journal Article
Date of this Version
January 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.
Keywords
comparative education, educational policy, development, international education, San, Botswana
Date Posted: 02 March 2007
This document has been peer reviewed.
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