Education for peace and social cohesion in a multicultural society: observations from Kunene region, Namibia
SOURCE: Peace education for violence prevention in fragile African societies: what's going to make a difference?
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2016
TITLE AUTHOR(S): O.Bialostocka
SOURCE EDITOR(S): S.B.Maphosa, A.Keasley
KEYWORDS: EDUCATION, NAMIBIA, PEACE EDUCATION PROGRAMMES, SOCIAL COHESION
DEPARTMENT: African Institute of South Africa (AISA)
Print: HSRC Library: shelf number 9250
HANDLE: 20.500.11910/9804
URI: http://hdl.handle.net/20.500.11910/9804
OUTPUT TYPE: Chapter in Monograph
PUBLICATION YEAR: 2016
TITLE AUTHOR(S): O.Bialostocka
SOURCE EDITOR(S): S.B.Maphosa, A.Keasley
KEYWORDS: EDUCATION, NAMIBIA, PEACE EDUCATION PROGRAMMES, SOCIAL COHESION
DEPARTMENT: African Institute of South Africa (AISA)
Print: HSRC Library: shelf number 9250
HANDLE: 20.500.11910/9804
URI: http://hdl.handle.net/20.500.11910/9804
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
This chapter looks at Namibia, a multicultural democracy that hardly ever makes the news in relation to intercultural conflict. Since independence, this southern African country has put a lot of effort into reforming its education sector to make it more inclusive and culturally sensitive. In one of its recent attempts to provide quality, relevant education, the government introduced a new curriculum that is designed to foster the highest moral and ethical values of democracy, tolerance, mutual understanding and to develop and enhance respect for other people's beliefs, religions, cultures and ways of life. The programme introduces a multimodal, culture-sensitive education that should accommodate the various lifestyles, traditions and languages of the Namibian population. The aim of the curriculum and the vision of the country presented in the document show Namibia's commitment to strengthening social cohesion and guaranteeing a learning environment conducive for pupils from all cultural groups. This chapter offers a glimpse into the reality on the ground, examining the implementation of the project in the province of Kunene.-
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