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Findings indicate teachers struggle to deliver the cultural component due to insufficient reference materials and other resources. The study proposes practical strategies to strengthen cultural concept teaching at secondary level.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the main focus of the research?","Question",{"text":62,"@type":63},"The study examines the extent to which cultural concepts in Botswana’s Design and Technology curriculum are taught and examined by teachers in junior secondary schools.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why do teachers fail to teach the cultural component?",{"text":67,"@type":63},"The findings report that teachers cannot adequately encode cultural concepts due to a lack of relevant reference materials and other resources.",{"name":69,"@type":60,"acceptedAnswer":70},"How was the research conducted?",{"text":71,"@type":63},"A qualitative case study was conducted, and the collected data were analysed using qualitative textual content analysis 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University of Botswana, Rubson Chikumu, Lotsane Senior Secondary School  \nRESEARCH  \nAbstract  \nThis research explored the extent to which cultural concepts stipulated in Botswana Design and Technology curriculum are taught by teachers at junior secondary schools, a topic on which there is little previous research. The pinnacle of good product innovation is when it is grounded on sensitive cultural analysis of the society’s culture. However, it has been observed that teachers have not yet been able to encode cultural concepts in teaching Design and Technology. A qualitative case study was conducted to assess the extent to which teachers teach and examine cultural concepts in Design and Technology. This data was analysed using the qualitative method of textual content analysis. The findings show that teachers do not teach this cultural component due to lack of relevant reference materials and other resources. The study concludes by proposing strategies that could be used to teach cultural concepts in the Design and Technology curriculum at secondary school level.  \nKey words  \nBotswana, cultural concepts, curriculum, design and technology, junior secondary schools  \nIntroduction  \nEducation plays an important role in inculcating the society’s values and norms and, therefore, it has a direct and indirect influence in moulding the younger generation to appreciate their society’s beliefs, attitudes and values. Botswana education system has been criticised for not responding to local needs as it tended to alienate children from their cultural roots and to create, not an appreciation of their background, but rather a tendency to look down upon it (National Commission of Education, 1977) . The education system should orient young people towards the social, cultural, artistic, political and economic life of their unique society and prepare them to participate proudly init. This criticism continues up to the present and has become a point of contention between government and other interest groups including academics, politicians and non-governmental organisations (Moalosi, 2009) .  \nMore effort is needed to decolonise the education system so that it resonates with the broader cultural concerns of the society. Design and Technology needs to build its foundation on a Botswana socio-cultural perspective. If the subject is not grounded in Botswana’s cultural values, then it will not be in a position to adequately respond to the  \nsociety’s needs (Moalosi et al. , 2004) . In the process of decolonisation, educational institutions need to regularly evaluate their curricula to improve their responsiveness to the needs of the community. This is referred to as the‘postcolonial self-recovery’ (Gandhi, 1998) . Batswana (people of Botswana) need to re-discover themselves and it is through education that misconceptions can be challenged and corrected. Furthermore, a new breed of Design and Technology students who will appreciate the influence of culture in their design practice can emerge through design education. Innovation and creativity must be assimilated within the context of Botswana’s own culture. Nakamura & Csikszentmihalyi (2001) argue that creativity does not happen inside the designer’s head but in the interaction between a user’s thoughts and the sociocultural context.  \nIt was against this background that the study assessed the extent to which cultural concepts were infused and taught in Botswana junior secondary school Design and Technology curriculum. It is important to note that the future is informed by the past and hence the significance of studying Botswana’s traditional culture in design. This does not suggest that contemporary culture should be abandoned but to study the positive aspects of traditional culture so that they can inform the design of contemporary products.  \nCulture  \nCulture is not a timeless a","cbCaievWiRGMsg8B","https://ap.wps.com/l/cbCaievWiRGMsg8B","pdf",50533,"English","# Abstract\n# Key words\n# Introduction\n# Culture\n# Linking Design and Culture","[{\"question\":\"What is the main focus of the research?\",\"answer\":\"The study examines the extent to which cultural concepts in Botswana’s Design and Technology curriculum are taught and examined by teachers in junior secondary schools.\"},{\"question\":\"Why do teachers fail to teach the cultural component?\",\"answer\":\"The findings report that teachers cannot adequately encode cultural concepts due to a lack of relevant reference materials and other resources.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A qualitative case study was conducted, and the collected data were analysed using qualitative textual content analysis methods.\"}]","Teaching of Cultural Concepts in Botswana Junior Secondary Schools Design and Technology Curriculum | PDF",25]