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Shanyanana, Rachel N. 2014-11-10T09:28:55Z 2014-11-10T09:28:55Z 2011 https://scholar.sun.ac.za/10019.1/6725 Thesis presented in partial fulfilment of the requirements for the Degree of Master's in Education 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 · 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. en http://scholar.sun.ac.za/handle/10019.1/6725 Democracy Citizenship Education Deliberation Ubuntu Africa Namibia Citizenship|, Study and teaching. Democracy, Study and teaching Education, Aims and objectives Education for democratic citizenship and cosmopolitanism: The case of the republic of Namibia Thesismetadata.only