摘要：Globalization has not only affected the economies of the nations of the world but also compels schools and teach ers to review their practices in order to address issues pertaining to people in the Diasporas imagined or real. The purpose of this article is to examine the social studies curriculum in Botswana and illustrate how teachers would use Banks & Banks (2004) typology of the five dimensions of multicultural education to strengthen the social studies curriculum. This article is premised on the notion that teachers are faced with an enormous challenge of having to teach children from diverse communities and often struggle with issues of social justice, diversity, pluralism and equity in their day to day interactions with their students. This article further provides alternatives through which educators can think through in their effort to restructure the social studies curriculum fo r upper primary (Standard 5-7) in Botswana for equity and diversity. It further provides pedagogical insights that teachers can use to infuse multicultural education. It recommend s that teachers and teach er educators should revisit their classroom practices to infuse the multicultural dimension in their teaching and learning processes to enhance diversity and equity
