Abstract:
This thesis analyses some of the major education policies in Namibia since the introduction of a democratic government in 1990. The analysis reveals that democratic participation through stakeholder representatives is an ideal framework to promote democracy in education discourses, that is, in policy formation, school governance and teaching and learning. However, there is a dilemma of a lack of inclusion, which is incommensurable with modern democratic theorists’ conceptions of democratic citizenship (both Western deliberation and African ubuntu). The thesis asserts that Namibia’s historical and cultural background has to be taken into consideration if a defensible democratic citizenship education is to be engendered and advanced.

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Shanyanana, Rachel Ndinelao (2011) Education for democratic citizenship and cosmopolitanism: the case of the Republic of Namibia, Masters thesis, Department of Education Policy Studies, Stellenbosch University