Rethinking Setswana literacy practices

In the midst of emerging literature that documents negative attitudes of students towards Setswana education and that suggest that Batswana students find it meaningful to learn curriculum content that is related to their daily experiences, language teachers need to reshape their pedagogies to create classroom contexts that nurture academic success for all students whilst privileging community knowledge and worldviews as well as students'' personal experiences. Informed by the literature on culturally relevant/responsive pedagogy, literacy and educational discourse the book provides insights into how discourses constructed in Setswana lessons, in interaction with those constructed in the macro contexts of the society simultaneously accommodate and silence students'' personal experiences and community knowledge. The desire by the Government to uplift the status of Setswana education makes this significant. This book should be useful to language and literacy educators, policy-makers, stakeholders who call for the recognition of personal and community experiences in educational contexts and those interested in discourses in African classrooms