Abstract

This article explores how planning the Botswana National Literacy Programme aided thestate in maintaining its power and control over the past two decades. Using critical educa-tional theory as the theoretical framework, it demonstrates how the planning of literacyeducation promotes conventional views of literacy and perpetuates state hegemony. Itanalyses how educational planners addressed competing choices of language, audience,and instructional design based on issues such as social status, gender, ethnic differences,and geographical location. The state views planning as a non-contested exerciserepresenting different interests and common concerns. It has, however, met with somedefiance from planners and facilitators who engaged in overt and quiet dissent from itshegemony. Consequently, the article explores ways to decentralise decision-making anddevolve power to the district levels through using a participatory approach to involve allstakeholders in planning for the programme to respond to the learners’ life tasks

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