Mapping ICT imaginaries: Botswana

New publication from the RED team! We are delighted that the policy analysis for the corpus of documents from Botswana has been published online. The abstract below gives a hint of our methods and argument. The full paper is here: Uleanya, Chinaza & Prinsloo, Paul. (2024). Mapping the imaginary of Information Communication Technologies (ICTs) in education: The case of Botswana. Learning Media and Technology.

This article investigates policy-as-discourse and policy-as-technology with specific focus on how the deployment of Information and Communication Technology (ICT) in education is positioned as a redemptive force in the case of Botswana. Therborn’s theory of inequalities was adopted to catalogue ways in which supranational organisations and the national government of Botswana consider the potential of ICT and/ICT in education to address (in)equalities in Botswana. A deductive Directed Qualitative Content Analysis (DQICA) was adopted focusing on how the national government and supranational organisations view and present ICT in education in Botswana with regards to being an equaliser. The analysis of the evidence points to ICT in education being seen and operationalised to ameliorate existing inequalities in education and broader society, without, necessarily, questioning broader socioeconomic structural arrangements and factors sustaining inequalities.

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