Postcolonial Teacher Education Reform in Namibia: Travelling of Policies and Ideas

Autor/inn/en	Arreman, Inger Erixon; Erixon, Per-Olof; Rehn, Karl-Gunnar
Titel	Postcolonial Teacher Education Reform in Namibia: Travelling of Policies and Ideas
Quelle	In: European Educational Research Journal, 15 (2016) 2, S.236-259 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.1177/1474904115612794
Schlagwörter	Foreign Countries; Preservice Teacher Education; Educational Change; International Cooperation; Followup Studies; Democracy; Interviews; Questionnaires; Preservice Teachers; Program Effectiveness; Teacher Education Programs; Educational Attitudes; Social Change; Educational Philosophy; Student Centered Learning; Ethnography; Sex Fairness; Namibia; Sweden + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Bildungsreform; Internationale Kooperation; Internationale Zusammenarbeit; Follow-up studies; Kontaktstudium; Demokratie; Interviewing; Interviewtechnik; Fragebogen; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Sozialer Wandel; Bildungsphilosophie; Erziehungsphilosophie; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ethnografie; Sexualaufklärung; Schweden
Abstract	Long before Namibia's independence in 1990, Sweden initiated a policy dialogue with Namibia's future political leadership. This article reviews the impact of an educational reform in Namibia in the early 1990s called the Integrated Teacher Training Programme (ITTP), which was an outcome of collaboration between the South West African People's Organisation (SWAPO), the liberation movement and teacher educators from Sweden and other Western countries. Research questions posed concerned: (1) the ITTP's perceived impact on the participants' private and professional lives; and (2) the ITTP's impact on the participants' views on knowledge and education in relation to democracy. A combination of individual interviews and questionnaires was administered "in situ" in 2009 in Namibia to 17 former ITTP students who were living in various places across Namibia. This follow-up study indicates that the ITTP was crucial for the participants' professional careers and private lives. The majority saw education as a key to democracy and social transformation, and considered themselves as important actors at local, regional and national levels in forwarding these aims. However, it is concluded that, while the learner-centred education philosophy initially had a strong impact, its application in teacher education has functioned more than anything as a rhetorical device for nation-building. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01