Although Namibia has been independent for more than two decades (1990–2014), the school curriculum remains essentially Eurocentric despite rhetoric on educational reform. Similar to other African countries, Western ideological power continues to dominate postcolonial education, even though political power rests in the hands of African leaders. Employing George Sefa Dei’s anticolonial discursive framework, this article presents a critical analysis of postcolonial education in Namibia and of its failure to adopt a diverse and culturally sensitive school curriculum. This article concludes that, in future reforms, the Namibian education system must incorporate indigenous knowledge not only to preserve this knowledge but also to recognize the multilogicality of knowledge production and its uses in diverse cultural contexts.
|Number of pages||16|
|Journal||Diaspora, Indigenous, and Minority Education: Studies of Migration, Integration, Equity, and Cultural Survival|
|Publication status||Published - 2015|
Matemba, Y. H., & Lilemba, J. M. (2015). Challenging the Status Quo: Reclaiming Indigenous Knowledge through Namibia’s Postcolonial Education System. Diaspora, Indigenous, and Minority Education: Studies of Migration, Integration, Equity, and Cultural Survival, 9(3), 159-174. https://doi.org/10.1080/15595692.2014.997382