An endless desert walk: Perspectives of education from the San in Botswana |
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| Institution: | 1. National History Museum of Latvia, Lāčplēša iela 106/108, Rīga, LV-1003, Latvia;2. Department of Geosciences and Geography, Division of Biogeoscience, P.O. Box 64, Gustaf Hällströmin katu 2 a, FI-00014, University of Helsinki, Finland;3. Institute of Geology, Tallinn University of Technology, Ehitajate tee 5, 19086, Estonia;1. Department of Special Education/Centre for Children in Vulnerable Situations, Ghent University, Ghent, Belgium;2. Program on Forced Migration and Health, Department of Clinical Population and Family Health, Columbia University, New York, New York;3. Department of Experimental, Clinical, and Health Psychology, Ghent University, Ghent, Belgium;4. Department of Social Welfare Studies/Centre for Children in Vulnerable Situations, Ghent University, Ghent, Belgium;1. EHESS, UMR 5608 TRACES, Université de Toulouse Jean-Jaurès, Maison de la Recherche, 5, allées Antonio-Machado, F-31058, Toulouse Cedex 9, France;2. Université Toulouse 2, UMR 5608 TRACES, Université de Toulouse Jean-Jaurès, Maison de la Recherche, 5, allées Antonio-Machado, F-31058, Toulouse Cedex 9, France;3. Maison de l’Archéologie et de l’Ethnologie, UMR7055 Préhistoire et Technologie, 21, Allée de l’Université, F-92023, Nanterre Cedex, France;4. CNRS, UMR 5608 TRACES, Université de Toulouse Jean-Jaurès, Maison de la Recherche, 5, allées Antonio-Machado, F-31058, Toulouse Cedex 9, France;1. Instituto de Investigação Científica Bento da Rocha Cabral, Lisboa, Portugal;2. Centro de Estudos de História e Filosofia das Ciências, Évora, Portugal;3. Departamento de Ciências Sociais Aplicadas, Universidade Nova de Lisboa, Portugal;1. Department of Environmental Sciences, Informatics and Statistics (DAIS), Università Ca’ Foscari Venezia, Campus scientifico, Via Torino 155, 30172 Mestre VE, Italy;2. Institute of Condensed Matter Chemistry and Energy Technologies, Italian National Research Council, C.so StatiUniti 4, Padova, 35127, Italy |
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| 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 reforms to better include this group in formal education. |
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