Education for democratic citizenship and cosmopolitanism : the case of the Republic of Namibia

[摘要] ENGLISH ABSTRACT: This thesis analyses some of the major education policies in Namibia sincethe introduction of a democratic government in 1990. The analysis revealsthat democratic participation through stakeholder representatives is an idealframework to promote democracy in education discourses, that is, in policyformation, school governance and teaching and learning. However, there is adilemma of a lack of inclusion, which is incommensurable with moderndemocratic theorists' conceptions of democratic citizenship (both Westerndeliberation and African ubuntu). The thesis asserts that Namibia's historicaland cultural background has to be taken into consideration if a defensibledemocratic citizenship education is to be engendered and advanced.An examination and interpretation of the three phases of Namibia's historicalbackground, its pre-colonial, colonial/apartheid and post-apartheid educationsystems, were carried out in order to understand the current state ofeducation and the type of citizens the country is developing through itseducation system. Central to this investigation were different conceptions ofdemocratic citizenship, which indicate that deliberation, inclusion, equality,reasonableness, publicity, belligerence, hospitality, compassion and Africanhumanness (ubuntu) are the features of a defensible democratic citizenshipeducation. The exploration of the distinction between deliberation and ubuntushows that Namibia's context requires a minimal democratic citizenshipframework with ubuntu if a lack of inclusion is to be eliminated.The discussion on democratic conceptions also draws on a minimalist andmaximalist continuum of democratic citizenship education. The thesis arguesthat a minimalist form of democratic citizenship education, in conjunction withAfrican ubuntu – which constitutes less deliberation and non-belligerence withmore compassion, careful listening, respect and dignity – engenders conditions for an inclusive policy framework, school governance, and thecultivation of democratic citizenry through teaching and learning in Namibianpublic schools, and may eventually promote a defensible democraticcitizenship education. This framework may create a favourable environmentand potential for all participants to co-exist, and for the marginalised groups toalso contribute to conversations. This framework is also considered plausiblebecause it takes into account the local people's historical background andcultural practices.Complementing the argument of this thesis is the exploration of the linkbetween Namibia's education system, the New Partnership for Africa'sDevelopment (NEPAD) and the Millennium Development Goals (MDGs).Moreover, an appeal is made for the Namibian citizenship education systemto consolidate the idea of cosmopolitanism, that is; hospitality andforgiveness, if the NEPAD initiative is to be successful and if certainMillennium Development Goals were to be achieved by 2015.

[发布机构] Stellenbosch University