The project operates within an unfriendly political and legal context, but has achieved some results. Any other languages spoken by unrecognised tribes are banned from use in schools or the media, including minority languages taught before independence in 1966, This paper describes the Shiyeyi Language Project, initiated by the Wayeyi tribe, which advocates for a multicultural model of education where children learn in their mother tongue and about their local culture at an early stage, then add the national language, and eventually an international language as medium of instruction. In Botswana, English is the official language and medium of instruction and Setswana is the national lingua franca which is used for formal occasions in the villages and other informal settings. It is founded on the belief that a school curriculum which promotes the ideals of freedom, justice, equality, equity and human dignity is most likely to result in high academic achievement and quality education. Intercultural education is characterized by an acknowledgment of cultural diversity, a positive valuation of egalitarian relations, equal educational opportunities for all, and moving beyond racism and discrimination.įundamentally, intercultural education can be understood as an educational model that champions cultural diversity and the advantages it offers within an education context, such as the values of human rights and equality, and a rejection of cultural discrimination.Multicultural education respects cultural differences and affirms pluralism which students, their communities and teachers bring to the learning process. Intercultural education is a reflective, socioeducational practice focused on social and cultural transformation through equal rights, equity, and positive interaction between different cultures. Multicultural education respects cultural differences and affirms pluralism which students, their communities and teachers bring to the learning process. Schools have introduced numerous programs and activities to recognize achievements of a wide range of various ethnic groups in the beliefs that a multicultural education helps to prepare students for life in an ethnically diverse society and can bring about. An intercultural education should help us learn to live together and should educate people, to grow their knowledge, understanding, and respect for cultural diversity. Multicultural education has long-term benefits for students because those who learn to appreciate and value the cultural diversity of their peers will ideally grow up to be adults who likewise promote equality and justice. Multicultural Education in Elementary and Secondary Schools. At the same time, it demands pedagogical practices based in civic education. Therefore, I agree with some studies that report some issues of teaching and learning in the multicultural classroom because there are several cultures in this classroom. This will necessitate flexibility in the design of the curriculum and the scheme of evaluation. Non-formal, education should be programmed to serve the needs of the identified group.
It should be organized for a homogeneous group. Interculturalism requires the establishment of policies that champion equity, in order to achieve equality at the legal and social levels, and that promote genuine equality of opportunity. Multicultural education encompasses practices and theories that support equitable opportunities and academic achievement for all students (Barndt, 2007). Non-formal education usually takes place outside the formal education system and without additionalrecognition by a competent body or institution does not generally lead to the acquisition of. Non-formal education is imparted consciously and deliberately and systematically implemented. Research refers to the assimilationist, multicultural, and intercultural cultural diversity management models, and the conclusion appears to be that the intercultural model is the framework that accounts for an integrated and inclusive society. Cultural diversity is a characteristic of plural societies, and the way that each society approaches that diversity determines whether or not the societies evolve or stagnate, whether cultural groups remain segregated or integrate, and whether social inequalities grow or if communities affirm the value of diversity and promote equality.įor this reason, it is important to analyze the cultural diversity management system that guides our interventions because the socioeducational methods and practices designed for any given plural context depends on them.
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