Short description:

Building on the 1999 work of Kenneth Zeichner and Lars Dahlström, this timely volume provides first-hand accounts as well as both empirical and theoretical case studies on how teacher education is being operationalized in postcolonial Namibia, working to decolonise and democratise the Namibian educational system at all levels.

Long description:

Building on the 1999 work of Kenneth Zeichner and Lars Dahlström, this timely volume provides first-hand accounts as well as both empirical and theoretical case studies on how teacher education is being operationalized in postcolonial Namibia, working to decolonise and democratise the Namibian educational system at all levels.  

Chapters are comprehensive in approach, offering accounts of decolonisation and democratisation of teacher education during the period immediately after the country’s political independence from apartheid South Africa; contemporary issues of quality in terms of curriculum, pedagogy and epistemology; and how to cultivate sustainable and lasting resilience to mitigate further disruptive events such as the pandemic. Ultimately recognising Namibia’s role as an exemplar for other postcolonial countries, given its status as a stable postcolonial democracy, the book provides a blueprint for how to develop education policy and curriculum for a truly equitable education system.     

The book will appeal to scholars, researchers, and postgraduate students in the fields of teacher education, education and development, and African education studies more generally. Policy makers and curriculum designers may also find the volume of use. The book will have particular appeal in Namibia and South Africa, but also across the global South and amongst other postcolonial countries.

'This book is a powerful and timely contribution to rethinking teacher education in Namibia. It critically explores the legacy of colonialism, challenges exclusionary practices, and offers grounded, context-specific alternatives. With insights on curriculum, pedagogy, community engagement, and professional development, it will resonate with educators across the Global South and beyond.'

- Riyad A. Shahjahan, Professor, Michigan State University, USA

'Decolonisation and Democratisation of Namibian Teacher Education examines the lasting: impacts of colonialism on teacher education, highlighting the need to transform curriculum and pedagogy. By exploring historical legacies and conte1mporary reforms, this book offers vital insights for educators, policymakers, and researchers striving to build an inclusive, culturally responsive, and democratic system that empowers learners and strengthens Namibia's educational future.'

 - Hon. Hofni Alugodhi Iipinge, Governor, Oshana Region

'The book is unique in its focus on Namibian teacher education and is an important contribution to its scholarship and practice. It focuses on the decolonisation and development of a quality educational system by educating its teachers before and after they enter the classroom via curriculum, pedagogy, epistemology, and policymaking.'

- Professor Dr Kenneth Kamwi Matengu, Vice Chancellor, University of Namibia; President Pan African University (PAAU); President of the Governing Board of the Association of African Universities (AAU); Council member of the Association of Commonwealth Universities (ACU); International Honorary Fellow of Cardiff University

Table of Contents:

Section A:  Structural Changes toward Decolonisation

John Nyambe, Sakaria M. Iipinge, Joanne M. Marshall

Chapter 1: Decolonisation, democratisation, and quality in the Namibian teacher education: Setting the scene

John Nyambe, Sakaria M. Iipinge, Joanne M. Marshall

Chapter 2: Namibian teacher education reform in the global context: Towards decolonisation and democratisation

Muzwa Mukwambo, Kenneth Nzwala, Cecilia Sibuku

Chapter 3: Transformation of basic education and pre-service teacher education in post-apartheid Namibia: Reflections on challenges in the decolonisation drive

Shiwana T. Naukushu

Chapter 4: Post-apartheid Teacher Education transformation in Namibia: A move towards a progressive curriculum in teacher education?

Meameno A. Shiweda, Liisa N. Kaapanda, Anneli N. Haufiku 

Chapter 5: Exploring the decolonisation approach of Teaching Mathematical problem-solving skills in rural farm schools of Kunene Region, Namibia

Erastus Kleopas, Sakaria M. Iipinge, Elina I. Tobias

Chapter 6: Promoting positive school culture: An interpretive account of school principals in the Oshana region of Namibia

Anna N. Hako, Petrus D. Shipalanga, Sakaria M. Iipinge 

Chapter 7: Principles of administrative justice as applied by school boards in Ongha Educational Circuit of the Ohangwena region: Moving towards a decolonised approach

Sakaria M. Iipinge 

Chapter 8: Continuous Professional Development for Educators in Namibia (1990-2020): A document review

Anna N. Hako     

Chapter 9: Teacher evaluations in post-independence Namibia: A critical policy analysis

Uua Tjazapi , Rachel N. Shanyanana-Amaambo 

Section B: Towards decolonising pedagogy

Joanne M. Marshall, John Nyambe, Sakaria M. Iipinge

Chapter 10: How a website supports reading acquisition: eTALE Africa, a tool for postcolonial Namibian teachers, inclusive education teachers, and teacher educators

Pamela J. February 

Chapter 11: Maximising professional learning for educators to unlock teachers’ potential in pursuit of decolonised quality education

Annaly M. Strauss 

Chapter 12: Improving teacher education in Namibia through establishing pre-service teachers’ existing subject content knowledge upon entering university

Luiya Luwango  

Chapter 13: Exploring primary school teachers’ understanding of mental arithmetic. A case of the Oshana region, Namibia

Frans N. Haimbodi, Herbert B. Khuzwayo

Chapter 14: Weighing in on strategies to address learners’ needs in overcrowded classrooms 

Annaly M. Strauss, Jatjinda Kamuhanga

Chapter 15: Decolonising teacher education through integrating Education for Sustainable Development into the Namibian Social Studies Curriculum 

Eveline O. Anyolo, Suama P. Nantanga ,Sakaria M. Iipinge 

Section C: Resilience despite crises

Sakaria M. Iipinge, John Nyambe, Joanne M. Marshall

Chapter 16: A bird's-eye view on the use of e-portfolio of evidence in Open Distance E-learning: Implications for post-apartheid Namibia 

Ncediswa M. Zukani

Chapter 17: The democratization of education through the use of technology during COVID-19: Decolonisation in retrospect 

Eveline O. Anyolo, Marja N. Mushaandja-Mufeti, Elina I. Tobias 

Chapter 18: The impact of online teaching and learning practices on future teacher education curriculum after COVID-19, with decolonizing considerations 

Perien J. Boer, Joanne M. Marshall 

Chapter 19: No student left behind? Education for All, decolonisation, and the COVID-19 pandemic:  A case of Namibia’s teacher education

John Nyambe, Anna-Marie Biwa 

Chapter 20: Decolonisation and democratisation in Namibian teacher education: Lessons learned and concluding reflections 

John Nyambe, Sakaria M. Iipinge, Joanne M. Marshall