An analysis of the presentation of Namibian history in the Namibian secondary school history textbooks
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Date
2014
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Abstract
This research study is a content analysis of the sections on Namibian history of the Namibian Secondary School History Textbooks that were prescribed for use in schools for the period 1991 – 2008. Altogether eleven textbooks were studied. The study sought to establish the relevance of the textbooks in how far they promote reconciliation, inclusiveness and respect for diverse views in terms of their pedagogy and the way they portray Namibian history. A brief historical background on the foundations of textbooks in general and history textbooks in particular in pre-independent Namibia was given. Secondly, the study conceptualises and contextualises the theoretical and methodological approaches to textbook content analysis which underpin this study. The study made use of a mixed research approach. The quantitative and qualitative findings were corroborated in the discussion of the findings. It was found that although the textbooks generally spread the message of unity and peace building, the omission of controversial and sensitive events compromise on the purpose of studying history and meaningful reconciliation. The textbooks mainly present political themes and the actions of famous people and their relations with the colonial authorities and international organisations to the detriment of socio-economic issues, the work of civil organisations and the history of the ordinary men and women and are henceforth not inclusive. The narrative structure of the textbooks is mainly a third person one-dimensional narrative and do not include diverse views and thus does not promote tolerance and democratic values.
Description
A thesis submitted in partial fulfilment of the requirements for the Degree of Master of Education.
Keywords
Namibia history, History textbooks