| Tittel: | Mother-tongue education for the Omaheke Ju|’hoansi in Namibia: Between policy and practice | | Ansvar: | Velina Ninkova | | Forfatter: | Ninkova, Velina  | | Materialtype: | Bokkapittel | | Utgitt: | Oslo : Universitetsforlaget, 2022 | | Omfang: | S. 237–254 | | ISBN/ISSN: | 9788215053424 | | Emneord: | Statsborgerskap / Utdanning / Utdanningsrett / Vitenskapelig publikasjon | | Geografiske emneord: | Namibia | | Note: | Open access: Creative Commons CC BY 4.0 licence. | | Innhold: | Abstract
This chapter explores the gap between language policy and practice for an Indigenous San language in Namibia – Ju|’hoansi. The globally influenced policy, while designed to facilitate democratization and equality for all factions of the post-apartheid society, has not led to educational inclusion and social justice for the most marginalized groups in the country, such as the Ju|’hoansi. In this chapter, I present the barriers to the implementation of the language policy, and the consequences of this failure.
Keywords: San, Namibia, sub-Saharan Africa, language policy, mother tongue, education, morsmål | | Del av verk: | Indigenising education and citizenship | | Forlagets omtale: |
This book is about Indigenous education and citizenship. Our center of attention is the politics of Indigenous education to be put into practice. We emphasise the processual aspects of both education and citizenship. We investigate how having both Indigenous and non-Indigenous citizens in nation state education systems is reflected in policy, pedagogy, and practice, and how to consider the implications for future forms of education and citizenship.
The book contributes to knowledge about Indigenous education as a field of research, policy, and practice around the world. To reach this goal, we examine the conceptual, political, and pedagogical issues relating to Indigenous citizenship and education in four different contexts, namely Sápmi, Australia, Aotearoa New Zealand, and Namibia.
Together, the contributors of the book come from different research disciplines, from Indigenous studies, education, and social anthropology to sociolinguistics, political science, and philosophy. The chapters highlight continua and diversity rather than dichotomies and unity. We look for how local practices relate to national and
international demands and perspectives, and for different ways of performing citizenship. Together, we seek the connections between the local, the national and the international, and between educational policy and practice.
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