1st Edition
Decolonisation and Democratisation in Namibian Teacher Education Practitioner Research and Reflections
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
Biography
John Nyambe is Senior Lecturer and Associate Dean, School of Education, University of Namibia, Namibia.
Sakaria M. Iipinge is Associate Professor in Curriculum, Instruction and Assessment Studies, University of Namibia, Namibia.
Joanne M. Marshall is Professor, School of Education, Iowa State University, US.
'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
