IMPROVING RETENTION OF RURAL ETHNIC MINORITY CHILDREN: A THEORETICAL ANALYSIS OF BOTSWANA EDUCATION POLICY

Abstract

Drawing on the theories of ethnocentrism and social reproduction, this paper uses critical discourse analysis
to elucidate the implications of the Botswana’s educational policy for retention of rural ethnic minority
children in basic education. It reflects on the development of the international attention to the issue of access
and retention, showing how ‘retention’ emerged as a critical challenge for policy and practice in Botswana.
The Botswana education policy is critically analysed in terms of its contribution or otherwise to retention
of rural ethnic minorities in the basic education programmes.