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University of Edinburgh (2008)

Intercultural Arts Education : initiating links between schools and ethnic minority communities, focusing on the Kweneng West sub-district in Botswana

Khudu-Petersen, Kelone

Titre : Intercultural Arts Education : initiating links between schools and ethnic minority communities, focusing on the Kweneng West sub-district in Botswana

Auteur : Khudu-Petersen, Kelone

Université de soutenance : University of Edinburgh

Grade : PhD Doctor of Philosophy 2008

Résumé partiel
This study is based on the already established discovery that primary school children in the Kweneng West Sub District of Botswana, who are predominantly of BaSarwa and BaKgalagari ethnicity, show poorer academic performance and higher school dropout rates than the average pupils of the country. The study seeks to explore the possibility that in the Botswana education system, where the dominant culture determines the school’s culture of dealing, failure to recognise and embrace the culture of the ethnic minority learners may contribute to the afore mentioned imbalance. In an effort to contribute towards positive change in educational practice, the study aims to investigate the feasibility and efficiency of implementing ’Intercultural Arts Education’ (ICAE). ICAE is the collaborative intercultural teaching of Creative and Performing Arts involving adult members of the community who represent the local ’ethnic minority’ cultures. The study seeks to evaluate the impact of the introduction of ICAE on pupils’ attitudes towards school, cultural consciousness and academic performance and on teachers’ attitudes towards their duties and the village community.

The findings reveal that peoples with non-Tswana background are disadvantaged in the education system of Botswana due to cultural non-recognition. Including CommunityBased Education, collaborative work based on dialectic reason, child centred approaches, community involvement in classroom teaching preferably in form of project teaching based on communities’ cultural capital and interdisciplinary teaching, ICAE may provide a way to bridge the cultural gap between learners and the school, contributing towards the promotion of social justice through striving for equality and ontological security. Introducing ICAE as envisaged leads to more open and inclusive norms of discourse, lifting all involved to more powerful positions with an improved sense of self-worthiness.

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Page publiée le 11 décembre 2020