Experiences of (Dis)Unity: Students’ Negotiation of Ethnic and National Identities in Botswana Schools
Summary
This article demonstrates how students of majority and minority ethnic backgrounds in Botswana understand national identity as a path toward higher levels of education and employment, yet adoption of this national identity requires sacrifice of ethnic identity.
The authors examine how redistribution to address resources-based inequalities is addressed through standardization yet in the absence of recognition to address identity-based inequalities there are weakening possibilities of full participation by all. While set in a non-refugee context, this study has implications for trade-offs among standardization and recognition in refugee education, particularly in national education systems that focus on socialization of citizens.
Key Takeaways
We offer the following practical steps and actions based on this research below (click to expand).
+ For Policymakers
| INSIGHTS | ACTIONS | |
|---|---|---|
| To promote peace and stability, some nation-building models focus on creating inclusive identities emphasizing similarities and tolerance. These social identities require minorities to sacrifice parts of their identities to succeed. | ➟ | Prioritize methods of establishing national unity that do not require assimilation but rather enable each students’ and groups’ connections to family heritage and recognition, reflecting a country’s rich history and diversity. |
| In Botswana, disparities in junior secondary school passing rates disproportionately disadvantage students of ethnic minority backgrounds. | ➟ | Provide supports that improve access to full participation in society for students facing challenges such as learning an additional language, not seeing themselves represented in curricula, or attending school far from home. |
| As public discourse increasingly comes to terms within equalities in recognition of and opportunities for ethnic groups, addressing disparities in educational achievement between ethnic groups will arise as a critical area of focus. | ➟ | Build an inclusive national identity that continues to focus on peace and unity while at the same time recognizes diverse ethnic identities within the nation and the need to create equity of opportunity. |
+ For Educators
| INSIGHTS | ACTIONS | |
|---|---|---|
| At school, students learn that success in the nationalized curriculum represents a path to paying jobs and inclusion in the modern nation-state and that all citizens of Botswana enjoy equal rights regardless of ethnicity, yet this vision often conflicts with lived experiences. | ➟ | Facilitate opportunities through literature, projects, and discussion activities for students to consider challenges and concerns as they navigate mismatches between the national narrative and their ethnic and national identities, experiences, goals, and choices. |
| Students of minority backgrounds across all case study schools described structures, curricular content, and relationships in their schools that pressured them to speak only Setswana or English, stigmatized or discriminated against them when they identified with their ethnic group, and did not accord recognition of their ethnic groups’ contributions, languages, or history. | ➟ | Cultivate an environment in which minority identities, perspectives, and languages are part of classroom identity and exploring these topics is welcomed, modeling recognition and equity. |
| Interviews revealed that minority students’ teachers sometimes did not recognize the obstacles their students experience in accessing education and the effort they give to overcoming these obstacles. | ➟ | Maintain awareness of students’ circumstances and initiate supports that meet them where they are. Communicate that they are welcome to share about their challenges if they would like to do so. |
+ For Researchers
| FURTHER RESEARCH IS NEEDED TO EXAMINE: | ||
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| Additional reading | ||
Citation (APA): Mulimbi, B., & Dryden‐Peterson, S. (2019). Experiences of (Dis)Unity: Students’ Negotiation of Ethnic and National Identities in Botswana Schools. Anthropology & Education Quarterly, 50(4), 404–423.