San junior secondary students' home-school literacy disconnection: A case study of a remote area dweller school in Botswana

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

The study investigated how San students of Botswana, in a junior community secondary school, understood literacy in school and at home. A qualitative, narrative case study approach was used to gain a deeper understanding of what students value and understand by literacy from co-participants' and informants' perspectives. Findings across participants' stories revealed that they saw literacy as those things that had value to them, and these influenced how they read the word and the world. Storytelling, games, and singing were perceived as literacy by the 6 participants in the study and the 2 San informants. Knowledge of different plants, basket weaving, and sculpting were viewed as literacy to some of the participants. The conclusion is that the participants' ways of reading and knowing the word and the world need to be included in the school curriculum for the benefit of San and non-San Batswana students alike. Also, appropriate pedagogic strategies need to be adopted in San classrooms for San formal schooling success.

Original languageEnglish
Pages (from-to)88-99
Number of pages12
JournalDiaspora, Indigenous, and Minority Education
Volume5
Issue number2
DOIs
Publication statusPublished - Apr 1 2011

Fingerprint

Botswana
literacy
school
student
singing
pedagogics
Values
secondary school
narrative
curriculum
classroom
community

All Science Journal Classification (ASJC) codes

  • Cultural Studies
  • Education

Cite this

@article{29b635db6eb54a75883bc2a693cf0dca,
title = "San junior secondary students' home-school literacy disconnection: A case study of a remote area dweller school in Botswana",
abstract = "The study investigated how San students of Botswana, in a junior community secondary school, understood literacy in school and at home. A qualitative, narrative case study approach was used to gain a deeper understanding of what students value and understand by literacy from co-participants' and informants' perspectives. Findings across participants' stories revealed that they saw literacy as those things that had value to them, and these influenced how they read the word and the world. Storytelling, games, and singing were perceived as literacy by the 6 participants in the study and the 2 San informants. Knowledge of different plants, basket weaving, and sculpting were viewed as literacy to some of the participants. The conclusion is that the participants' ways of reading and knowing the word and the world need to be included in the school curriculum for the benefit of San and non-San Batswana students alike. Also, appropriate pedagogic strategies need to be adopted in San classrooms for San formal schooling success.",
author = "Ketsitlile, {Lone Elizabeth}",
year = "2011",
month = "4",
day = "1",
doi = "10.1080/15595692.2011.559773",
language = "English",
volume = "5",
pages = "88--99",
journal = "Diaspora, Indigenous, and Minority Education",
issn = "1559-5692",
publisher = "Taylor and Francis Ltd.",
number = "2",

}

TY - JOUR

T1 - San junior secondary students' home-school literacy disconnection

T2 - A case study of a remote area dweller school in Botswana

AU - Ketsitlile, Lone Elizabeth

PY - 2011/4/1

Y1 - 2011/4/1

N2 - The study investigated how San students of Botswana, in a junior community secondary school, understood literacy in school and at home. A qualitative, narrative case study approach was used to gain a deeper understanding of what students value and understand by literacy from co-participants' and informants' perspectives. Findings across participants' stories revealed that they saw literacy as those things that had value to them, and these influenced how they read the word and the world. Storytelling, games, and singing were perceived as literacy by the 6 participants in the study and the 2 San informants. Knowledge of different plants, basket weaving, and sculpting were viewed as literacy to some of the participants. The conclusion is that the participants' ways of reading and knowing the word and the world need to be included in the school curriculum for the benefit of San and non-San Batswana students alike. Also, appropriate pedagogic strategies need to be adopted in San classrooms for San formal schooling success.

AB - The study investigated how San students of Botswana, in a junior community secondary school, understood literacy in school and at home. A qualitative, narrative case study approach was used to gain a deeper understanding of what students value and understand by literacy from co-participants' and informants' perspectives. Findings across participants' stories revealed that they saw literacy as those things that had value to them, and these influenced how they read the word and the world. Storytelling, games, and singing were perceived as literacy by the 6 participants in the study and the 2 San informants. Knowledge of different plants, basket weaving, and sculpting were viewed as literacy to some of the participants. The conclusion is that the participants' ways of reading and knowing the word and the world need to be included in the school curriculum for the benefit of San and non-San Batswana students alike. Also, appropriate pedagogic strategies need to be adopted in San classrooms for San formal schooling success.

UR - http://www.scopus.com/inward/record.url?scp=79956204917&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=79956204917&partnerID=8YFLogxK

U2 - 10.1080/15595692.2011.559773

DO - 10.1080/15595692.2011.559773

M3 - Article

AN - SCOPUS:79956204917

VL - 5

SP - 88

EP - 99

JO - Diaspora, Indigenous, and Minority Education

JF - Diaspora, Indigenous, and Minority Education

SN - 1559-5692

IS - 2

ER -