University Botswana Journals
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INFLUENCES OF TEACHER THINKING ON CITIZENSHIP EDUCATION IN UPPER CLASSES IN PRIMARY SCHOOLS IN BOTSWANA
Full text linkThis article comes in the wake of the dwindling research on teacher thinking over the years and intends to reignite the discussion on influences on teacher thinking. The study aims to understand how teachers’ experiences and relationships influence their thinking about citizenship education in upper classes in primary schools in Botswana. Drawing from the qualitative approach, the study employed the naturalistic inquiry paradigm to understand the teachers’ experiences and relationships. Eleven Social Studies teachers in six primary schools in the Central District in Botswana participated in the study. Purposive sampling through the snowball technique was used to select the teachers who participated in the study (Patton, 1990). Data were collected through interviews, focus groups, participant observations and document analysis. Data were analyzed using the constant comparative technique. The findings of the study indicated that teachers’ experiences and relationships have a great influence on how they think about citizenship education in Botswana. The conclusion drawn from this study is that the way teachers think about the issues of citizenship impact their instructional decision making processes. The study recommends that teacher educators should engage novice teachers in action research for evaluation purposes and further redress
A REVIEW OF A VOICE FOR MARIA FAVELA: AN ADVENTURE IN CREATIVE LITERACY
No full textThis book review examines A Voice for Maria Favela: An Adventure in Creative Literacy, a transformative narrative by Antonio Leal that explores creative literacy through the lens of a young Brazilian mother, Maria. Set against the backdrop of Rio de Janeiro's favelas, the book challenges traditional pedagogical approaches, emphasizing the importance of narrative and self-expression in education. By showcasing Maria's journey, the author highlights how individualized learning experiences can empower marginalized children and promote social justice in education. The review discusses the book's strengths in storytelling and pedagogy while addressing areas for improvement, making it a valuable resource for educators and advocates of inclusive literacy practices
The Law Of Emergencies And Disasters: Reflecting On The High Court Of South Africa’s Freedom Front Plus Decision
Full text linkDifficulties Beleaguering Labour Law In Regulating Domestic Work In Zimbabwe
Full text linkThis article examines the regulatory challenges presented by using labour law to regulate domestic work. The article presents analyse the Zimbabwe domestic worker regulations and the challenges in enforcing them. The article points to the ILO Convention 189 as an inspiration for regulating domestic work. It calls for innovation in domestic work regulation in order to match the unique nature of the sector. The discrepancy between the realities of the world of work and the socio-economic assumption that constitute the fundamentals of labour laws are highlighted. The article concludes by calling for a rethinking of the application of labour law in domestic work in order to make labour rights a reality for domestic workers
ACCESS TO JUSTICE AND THE REFUGEE WOMAN IN AFRICA
Full text linkRefugee women flee from their countries of residence for reasons including war, violence, conflict, harmful cultural practices, and persecution. They cross international borders to escape the violence from their countries of origin and find safety in their destination countries. For these women, they hoped that the countries of destination would offer the much-needed safety generally lacking in their countries of origin. However, is this significantly required safety generally attainable in the countries of destination in Africa? Could it be that, in most cases, the vulnerability of these women has exposed them to further violence, often with no criminal accountability? Using South Africa as a case study, this paper examines the vulnerability of refugee women to violence. It also discusses the various forms of violence they experience and the challenges they encounter in accessing justice. This article demonstrates that the cross-cutting expressions of violence against refugee women across the African continent, as well as the challenges they face in accessing justice, explain the expectation of safety they generally envisage in deciding to cross international borders. The paper draws on some best practices across the African continent to suggest ways of ensuring that refugee women are not only protected from violence but also that they can access criminal justice when violence does occur
Botswana’s Sister-in-Law: The Letters of Muriel Sanderson, 1965-2002
Full text linkMuriel Sanderson (neé Williams) is well known as the person who introduced her younger sister Ruth to Seretse Khama at Nutford House, London, in 1947.
As you will see in the following letters, this famous encounter also led to Muriel’s long relationship with the Khama family and Botswana
TYPES OF TEACHER TALK IN CLASSROOMS AND IMPLICATION FOR LEARNER PERFORMANCE
Full text linkThis article analyses the types of talk employed by the teacher in Setswana and Englishclassroom interactions at Phatsimo junior secondary school in the Tutume Sub-region ofBotswana. The study adopts a qualitative case approach involving one class of form 3 studentsand one English teacher and one Setswana teacher as participants. The Flanders InteractionAnalysis Category (FIAC) is used as an underpinning framework. Data was generated from anobservation tally sheet and video recordings of four classroom sessions. The results show thatcontent cross was the most dominant type of teacher talk, indicating that most of the teachingand learning time was dominated by the teachers doing most of the talking, with the learnerslargely passive. This was followed by relatively low score for teacher control where teachersin both subjects exerted little effort in controlling the students. Teacher support came third,evidencing that the talking done by teachers hardly supported the learners. The articleconcludes that the model of teaching and learning at Phatsimo junior secondary school focusedon the teacher or was teacher centred. The study recommends a more learner-centred approachwhere students are participatory, and a re-evaluation of teacher training programs with a viewto incorporate learner-centred teaching strategies
Meaningful Engagement and Participation of Youth in Health Programmes in Botswana: Challenges and Prospects
Full text linkThis paper highlights the importance of fostering meaningful engagement and active participation of youth in health programmes within the context of Botswana. Recognising the unique challenges and opportunities that the youth population faces, this study explored strategies to empower and involve youth in shaping and benefiting from health initiatives. The study adopted a descriptive research design; cluster sampling was used, and data were collected from 180 participants. The paper emphasizes the development of youth-friendly health services, ensuring accessibility, confidentiality, and effective communication. Education and awareness campaigns are proposed to inform young people about available health resources and to promote the use of various media platforms for maximum reach. Moreover, the establishment of youth advisory boards is recommended to integrate the perspectives of youth into decision-making processes related to health programme development and implementation. Furthermore, the research encourages policy advocacy, urging the active involvement of youth in shaping health policies that directly impact their well-being
THE KNOWLEDGE, ATTITUDE, PRACTICE AND STRESSORS OF MEDICO-LEGAL ISSUES AMONG MEDICAL STUDENTS, MEDICAL OFFICERS AND RESIDENTS: THE BOTSWANA EXPERIENCE
Full text linkPatients expect health professionals to be proficient and accountable in their clinical practice including applying medico-legal principles. The knowledge, attitude, practice, and stressors related to medico-legal issues among medical students (MSs), medical officers (MOs), and residents have not been investigated in Botswana. A cross-sectional quantitative study was conducted. An online questionnaire was used to collect data on demographics, knowledge, attitude, practice and common stressors in medico-legal matters. Data were summarized and analyzed to demonstrate significant differences between study groups. All levels of MOs (including Medical Officer interns) and residents, and MSs at the end of their first and third clinical years at the Princess Marina Hospital were invited to participate in this study. The overall response rate was 54.9%. The 191 study participants included: 41.9% MSs, 23.0% MOs, and 35.1% residents. Males contributed 52.9% and females 47.1%. Knowledge of ‘dual loyalty’ conflicts and agencies who handle medico-legal issues was limited. In most cases, residents reported significantly higher levels of knowledge than MOs and MSs. There were no significant differences between the groups in the attitude items related to the medico-legal practice. Residents and MOs reported more frequent practice than MSs and, in several cases, significantly so; one exception being that residents report their medical errors significantly less often than MOs and MSs. Fear of legal consequences and lack or inadequacy of knowledge of medico-legal matters and policies were reported as the most important stressors, though not significantly different between the groups. The three groups reported reasonable levels of medico-legal knowledge and practice but with significant gaps. Participants expected that responsible authorities should provide more medico-legal training and resources. Fear of legal consequences and lack or inadequacy of knowledge of Botswana's medico-legal policies and laws are the leading causes of stress. Consequently, contextually appropriate and locally relevant medico-legal courses should be developed and taught as core courses
