BIOGRAPHICAL BACKGROUND-LILY MAFELASince January 2018, Lily Mafela has been serving as the Dean of the Faculty of Education at the University of Botswana. She is a Professor of History and History Education in the Department of Languages and Social Sciences Education in the Faculty of Education. Lily Mafela started her studies in the University of Botswana where she received her Bachelor of Education (History) in 1982. She furthered her studies in M.Ed. (History Teaching) at University of Bristol in the United Kingdom in 1985, Master of Arts (History) at Northwestern University in the United States of America in 1989, PhD (History) at Northwestern University in USA in 1993, and MBA (Entrepreneurship Education) at De Montfort University in 2005.Lily Mafela joined the University of Botswana in 1983 as a Staff Development Fellow
This collection of papers brings educational research to the central topics of environmental sust... more This collection of papers brings educational research to the central topics of environmental sustainability and economic development, and highlights the importance of education in linking, and achieving these dual objectives. It is related particularly to the role of education for sustainable development in Africa. Contributors examine the roles of indigenous knowledge and non-formal education in equipping people to sustain their own lives and livelihoods, and assert the imperative to recognise the contribution of local knowledge and culture to sustainable development - often against the trends of globalisation. The study also stresses the link between education and sustainable health; and considers how writers of school curricula and schools and colleges themselves should respond to the challenges. The book is based on a symposium organised by The Botswana Educational Research Association.
Historical Encounters: A journal of historical consciousness, historical cultures, and history education, 2021
History has the potential to unify and is often used to inculcate a sense of national identity to... more History has the potential to unify and is often used to inculcate a sense of national identity to foster nation-building. However, this objective can prove difficult to achieve because of the tendency for nations to politicise historical narratives. In Botswana, assimilationist policies have historically privileged the ethnic Tswana historical memory whilst submerging identities and historical experiences of a number of Botswana ethnic minorities. Moreover, the pervasive authoritative national ‘epic’ narratives curtail development of an authentic and empowered historical consciousness, as the latter is premised upon interpretive and dialogic interactions. This paper argues for historical education that is based on negotiated, mutualist, and inclusive approaches. It foregrounds regional particularisation to enable the unearthing and integration of diverse historical narratives to foster civic identity and the necessary preconditions for a shared sense of national identity.
... Women "depended on the goodwill and sympathy of their male relatives for represe... more ... Women "depended on the goodwill and sympathy of their male relatives for representation in matters of litigation" (Kinsman 1983: 51). 11 The preclusion of women from the kgotla and its processes essentially was tantamount to their preclusion from political discourse. ...
... In the late 19th century, girls' domestic "higher" education was f... more ... In the late 19th century, girls' domestic "higher" education was first offered at the Moffat Institute by Annie Cockin, and was further consolidated at Tiger Kloof Institution, when it opened its doors to women in 1916. ... 7. I owe this notion to Karen Tranberg Hansen (1992). ...
Language Matters, Volume 40, Issue 1, pp56-79, Aug 3, 2009
Abstract
Education is an important vehicle for the achievement of overall sustainable ... more Abstract
Education is an important vehicle for the achievement of overall sustainable development. Moreover, international organisations have encouraged governments around the world to work towards achieving education for all. The notion of inclusive education has been useful in ensuring that country-level educational policies and practices incorporate and serve the interests of learners coming from diverse socio-cultural and linguistic backgrounds. Language facilitation has been earmarked by UNESCO (2005) as a necessary component of education for sustainable development. Despite global affirmation of the importance of language, the absence of language facilitation policies hampers the achievement of education for sustainable development at classroom level. This article explores language use in Botswana's History classrooms in the context of education for sustainable development. It is based on an exploratory study that was undertaken to investigate the use of code-switching in Botswana's History classrooms. The article begins with a discussion of the concept, origins and evolution of sustainable development, and how it links with education for sustainable development. The article goes on to link education for sustainable development with issues of equity and inclusiveness, and explores the role of language in the facilitation of an enabling and interactive teaching and learning environment.
To link to this article: http://dx.doi.org/10.1080/10228190903055568"
International Journal of Multilingualism, Volume 6, No.3, pp229-245, Aug 2009
Abstract
This study explores the historical relationship between the languages of Basa... more Abstract
This study explores the historical relationship between the languages of Basarwa of Botswana and Setswana, in order to understand the dynamics underpinning their appropriation of the Setswana language, as they adjust to their changing livelihoods. The study contributes towards the promotion of a better understanding and awareness of the issues of language shift and language use amongst Basarwa. Basarwa occupy the lowest rungs of the social ladder in Botswana. Due to the close association between the status of the people and the status of their language, the Basarwa languages accordingly rank low in use and status nationally (Andersson & Janson, 2004
, p. 118; Batibo, 2005
, p. 71). Like the other minority languages, the Basarwa languages also have a low status and a low prestige in education and in written discourse. Moreover, the study observes that in their quest to mediate their socio-economic marginalisation, Basarwa have had to appropriate Setswana, the dominant national language for survival. However, their appropriation of the Setswana Language has had deleterious effects on their languages and overall socio-cultural identity. In this context, the nationally dominant Setswana language not only dominates public discourse, but also official spoken discourse as well, while English dominates official written discourse (Andersson & Janson, 1993
, pp. 83–84). The sources used to guide this analysis include secondary material, official and unofficial documents, as well as the author's own observations, as a Motswana and an educationist.
This collection of papers brings educational research to the central topics of environmental sust... more This collection of papers brings educational research to the central topics of environmental sustainability and economic development, and highlights the importance of education in linking, and achieving these dual objectives. It is related particularly to the role of education for sustainable development in Africa. Contributors examine the roles of indigenous knowledge and non-formal education in equipping people to sustain their own lives and livelihoods, and assert the imperative to recognise the contribution of local knowledge and culture to sustainable development - often against the trends of globalisation. The study also stresses the link between education and sustainable health; and considers how writers of school curricula and schools and colleges themselves should respond to the challenges. The book is based on a symposium organised by The Botswana Educational Research Association.
Historical Encounters: A journal of historical consciousness, historical cultures, and history education, 2021
History has the potential to unify and is often used to inculcate a sense of national identity to... more History has the potential to unify and is often used to inculcate a sense of national identity to foster nation-building. However, this objective can prove difficult to achieve because of the tendency for nations to politicise historical narratives. In Botswana, assimilationist policies have historically privileged the ethnic Tswana historical memory whilst submerging identities and historical experiences of a number of Botswana ethnic minorities. Moreover, the pervasive authoritative national ‘epic’ narratives curtail development of an authentic and empowered historical consciousness, as the latter is premised upon interpretive and dialogic interactions. This paper argues for historical education that is based on negotiated, mutualist, and inclusive approaches. It foregrounds regional particularisation to enable the unearthing and integration of diverse historical narratives to foster civic identity and the necessary preconditions for a shared sense of national identity.
... Women "depended on the goodwill and sympathy of their male relatives for represe... more ... Women "depended on the goodwill and sympathy of their male relatives for representation in matters of litigation" (Kinsman 1983: 51). 11 The preclusion of women from the kgotla and its processes essentially was tantamount to their preclusion from political discourse. ...
... In the late 19th century, girls' domestic "higher" education was f... more ... In the late 19th century, girls' domestic "higher" education was first offered at the Moffat Institute by Annie Cockin, and was further consolidated at Tiger Kloof Institution, when it opened its doors to women in 1916. ... 7. I owe this notion to Karen Tranberg Hansen (1992). ...
Language Matters, Volume 40, Issue 1, pp56-79, Aug 3, 2009
Abstract
Education is an important vehicle for the achievement of overall sustainable ... more Abstract
Education is an important vehicle for the achievement of overall sustainable development. Moreover, international organisations have encouraged governments around the world to work towards achieving education for all. The notion of inclusive education has been useful in ensuring that country-level educational policies and practices incorporate and serve the interests of learners coming from diverse socio-cultural and linguistic backgrounds. Language facilitation has been earmarked by UNESCO (2005) as a necessary component of education for sustainable development. Despite global affirmation of the importance of language, the absence of language facilitation policies hampers the achievement of education for sustainable development at classroom level. This article explores language use in Botswana's History classrooms in the context of education for sustainable development. It is based on an exploratory study that was undertaken to investigate the use of code-switching in Botswana's History classrooms. The article begins with a discussion of the concept, origins and evolution of sustainable development, and how it links with education for sustainable development. The article goes on to link education for sustainable development with issues of equity and inclusiveness, and explores the role of language in the facilitation of an enabling and interactive teaching and learning environment.
To link to this article: http://dx.doi.org/10.1080/10228190903055568"
International Journal of Multilingualism, Volume 6, No.3, pp229-245, Aug 2009
Abstract
This study explores the historical relationship between the languages of Basa... more Abstract
This study explores the historical relationship between the languages of Basarwa of Botswana and Setswana, in order to understand the dynamics underpinning their appropriation of the Setswana language, as they adjust to their changing livelihoods. The study contributes towards the promotion of a better understanding and awareness of the issues of language shift and language use amongst Basarwa. Basarwa occupy the lowest rungs of the social ladder in Botswana. Due to the close association between the status of the people and the status of their language, the Basarwa languages accordingly rank low in use and status nationally (Andersson & Janson, 2004
, p. 118; Batibo, 2005
, p. 71). Like the other minority languages, the Basarwa languages also have a low status and a low prestige in education and in written discourse. Moreover, the study observes that in their quest to mediate their socio-economic marginalisation, Basarwa have had to appropriate Setswana, the dominant national language for survival. However, their appropriation of the Setswana Language has had deleterious effects on their languages and overall socio-cultural identity. In this context, the nationally dominant Setswana language not only dominates public discourse, but also official spoken discourse as well, while English dominates official written discourse (Andersson & Janson, 1993
, pp. 83–84). The sources used to guide this analysis include secondary material, official and unofficial documents, as well as the author's own observations, as a Motswana and an educationist.
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Papers by Lily Mafela
Education is an important vehicle for the achievement of overall sustainable development. Moreover, international organisations have encouraged governments around the world to work towards achieving education for all. The notion of inclusive education has been useful in ensuring that country-level educational policies and practices incorporate and serve the interests of learners coming from diverse socio-cultural and linguistic backgrounds. Language facilitation has been earmarked by UNESCO (2005) as a necessary component of education for sustainable development. Despite global affirmation of the importance of language, the absence of language facilitation policies hampers the achievement of education for sustainable development at classroom level. This article explores language use in Botswana's History classrooms in the context of education for sustainable development. It is based on an exploratory study that was undertaken to investigate the use of code-switching in Botswana's History classrooms. The article begins with a discussion of the concept, origins and evolution of sustainable development, and how it links with education for sustainable development. The article goes on to link education for sustainable development with issues of equity and inclusiveness, and explores the role of language in the facilitation of an enabling and interactive teaching and learning environment.
To link to this article: http://dx.doi.org/10.1080/10228190903055568"
This study explores the historical relationship between the languages of Basarwa of Botswana and Setswana, in order to understand the dynamics underpinning their appropriation of the Setswana language, as they adjust to their changing livelihoods. The study contributes towards the promotion of a better understanding and awareness of the issues of language shift and language use amongst Basarwa. Basarwa occupy the lowest rungs of the social ladder in Botswana. Due to the close association between the status of the people and the status of their language, the Basarwa languages accordingly rank low in use and status nationally (Andersson & Janson, 2004
, p. 118; Batibo, 2005
, p. 71). Like the other minority languages, the Basarwa languages also have a low status and a low prestige in education and in written discourse. Moreover, the study observes that in their quest to mediate their socio-economic marginalisation, Basarwa have had to appropriate Setswana, the dominant national language for survival. However, their appropriation of the Setswana Language has had deleterious effects on their languages and overall socio-cultural identity. In this context, the nationally dominant Setswana language not only dominates public discourse, but also official spoken discourse as well, while English dominates official written discourse (Andersson & Janson, 1993
, pp. 83–84). The sources used to guide this analysis include secondary material, official and unofficial documents, as well as the author's own observations, as a Motswana and an educationist.
To link to this article: http://dx.doi.org/10.1080/14790710902807659
"
Education is an important vehicle for the achievement of overall sustainable development. Moreover, international organisations have encouraged governments around the world to work towards achieving education for all. The notion of inclusive education has been useful in ensuring that country-level educational policies and practices incorporate and serve the interests of learners coming from diverse socio-cultural and linguistic backgrounds. Language facilitation has been earmarked by UNESCO (2005) as a necessary component of education for sustainable development. Despite global affirmation of the importance of language, the absence of language facilitation policies hampers the achievement of education for sustainable development at classroom level. This article explores language use in Botswana's History classrooms in the context of education for sustainable development. It is based on an exploratory study that was undertaken to investigate the use of code-switching in Botswana's History classrooms. The article begins with a discussion of the concept, origins and evolution of sustainable development, and how it links with education for sustainable development. The article goes on to link education for sustainable development with issues of equity and inclusiveness, and explores the role of language in the facilitation of an enabling and interactive teaching and learning environment.
To link to this article: http://dx.doi.org/10.1080/10228190903055568"
This study explores the historical relationship between the languages of Basarwa of Botswana and Setswana, in order to understand the dynamics underpinning their appropriation of the Setswana language, as they adjust to their changing livelihoods. The study contributes towards the promotion of a better understanding and awareness of the issues of language shift and language use amongst Basarwa. Basarwa occupy the lowest rungs of the social ladder in Botswana. Due to the close association between the status of the people and the status of their language, the Basarwa languages accordingly rank low in use and status nationally (Andersson & Janson, 2004
, p. 118; Batibo, 2005
, p. 71). Like the other minority languages, the Basarwa languages also have a low status and a low prestige in education and in written discourse. Moreover, the study observes that in their quest to mediate their socio-economic marginalisation, Basarwa have had to appropriate Setswana, the dominant national language for survival. However, their appropriation of the Setswana Language has had deleterious effects on their languages and overall socio-cultural identity. In this context, the nationally dominant Setswana language not only dominates public discourse, but also official spoken discourse as well, while English dominates official written discourse (Andersson & Janson, 1993
, pp. 83–84). The sources used to guide this analysis include secondary material, official and unofficial documents, as well as the author's own observations, as a Motswana and an educationist.
To link to this article: http://dx.doi.org/10.1080/14790710902807659
"