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Revision with unchanged content. This book investigates the extent to which the concept of democracy is taught and practiced in schools in the post-colonial Botswana taking into account Botswana educational philosophy of Education for Kagisano (social harmony). It also explores how Botswana s education system has been affected by the colonial legacy, which apparently did not foster or promote teaching about democratic participation. It uses the theoretical framework of deep democracy, which values the idea that students as citizens, should be allowed to realize their full potential through interconnectedness, which allows everyone to appreciate and celebrate diversity. The book contests that in order to ascertain that schools become spheres for democratic possibilities that can produce informed citizens who can be of service to their families, communities and the entire nation at large, there is need for a paradigm shift especially in the formulation of educational policies. This book argues that it is through deep democratic practice that matters to do with participation, equity, gender imbalances, multiculturalism, social justice, power and empowerment can better be addressed for the welfare of all citizens in a democracy.

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is an Assistant Professor-Dept. of EducationalStudies, University of Central Florida. He attainedPh.D. in Cultural Studies in Education-OhioUniversity, M.A. in International Affairs and a B.Sc.in Education. He facilitates classes in MulticulturalEducation & Diversity. His research focuses onDemocracy and Education.

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