Education for democratic citizenship and cosmopolitanism: The case of the republic of Namibia
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Date
2011
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Abstract
This thesis analyses some of the major education policies in Namibia since
the introduction of a democratic government in 1990. The analysis reveals
that democratic participation through stakeholder representatives is an ideal
framework to promote democracy in education discourses, that is, in policy
formation, school governance and teaching and learning. However, there is a
dilemma of a lack of inclusion, which is incommensurable with modern
democratic theorists' conceptions of democratic citizenship (both Western
deliberation and African ubuntu). The thesis asserts that Namibia's historical
and cultural background has to be taken into consideration if a defensible
democratic citizenship education is to be engendered and advanced.
An examination and interpretation of the three phases of Namibia's historical
background, its pre-colonial, colonial/apartheid and post-apartheid education
systems, were carried out in order to understand the current state of
education and the type of citizens the country is developing through its
education system. Central to this investigation were different conceptions of
democratic citizenship, which indicate that deliberation, inclusion, equality,
reasonableness, publicity, belligerence, hospitality, compassion and African
humanness (ubuntu) are the features of a defensible democratic citizenship
education. The exploration of the distinction between deliberation and ubuntu
shows that Namibia's context requires a minimal democratic citizenship
framework with ubuntu if a lack of inclusion is to be eliminated. The discussion on democratic conceptions also draws on a minimalist and maximalist continuum of democratic citizenship education. The thesis argues that a minimalist form of democratic citizenship education, in conjunction with African ubuntu - which constitutes less deliberation and non-belligerence with more compassion, careful listening, respect and dignity - engenders conditions for an inclusive policy framework, school governance, and the cultivation of democratic citizenry through teaching and learning in Namibian public schools, and may eventually promote a defensible democratic citizenship education. This framework may create a favourable environment and potential for all participants to co-exist, and for the marginalised groups to also contribute to conversations. This framework is also considered plausible because it takes into account the local people's historical background and cultural practices. Complementing the argument of this thesis is the exploration of the link between Namibia's education system, the New Partnership for Africa's Development (NEPAD) and the Millennium Development Goals (MDGs). Moreover, an appeal is made for the Namibian citizenship education system to consolidate the idea ยท of cosmopolitanism, that is; hospitality and forgiveness, if the NEPAD initiative is to be successful and if certain
Millennium Development Goals were to be achieved by 2015.
Description
Thesis presented in partial fulfilment of the requirements for the Degree of Master's in Education
Keywords
Democracy, Citizenship, Education, Deliberation, Ubuntu, Africa, Namibia