Voices of divergence: resistance, contestation and the shaping of Namibia’s teacher education, 1990- 2010
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Date
2015
Authors
Nyambe, John
Wilmot, Di
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
This paper reports on an aspect of a broader study that investigated teacher
educators’ uptake of learner-centred pedagogy in post-apartheid Namibia. The paper
shares part of the study that illuminated the path traversed by Namibian teacher
education policy from 1990 to 2010, two decades into the country’s post-apartheid
self-rule. It argues that, far from being smooth sailing, teacher education reform in
post-apartheid Namibia has been characterised by severe turbulence with divergent
forces wrestling over the philosophical and epistemological orientations of the new
teacher education. The paper concludes that these forces, voices of divergence,
criticisms, resistance or contestations were a significant feature that helped define
and shape post-1990 teacher education for basic education to its present-day state.
Description
Keywords
Teacher education reform, Official pedagogic discourse, Recontextualisation, Resistance, Contestation
Citation
Nyambe, J., & Wilmot, D. (2015). Voices of divergence: resistance, contestation and the shaping of Namibia's teacher education, 1990-2010. Perspectives in Education, 33(1), 73-86.