Reconstructive education and the road to social justice: the case of post-colonial teacher education in Namibia

Abstract

This paper discusses the process of post-independence teacher education reform in the southern African country of Namibia. These reforms are based on the view that teachers are critical agents in the creation and development of changes in schooling rather than government servants who merely ‘deliver’ an approved curriculum. These reforms in the educational system are seen as contributing to a societal reconstruction in which there is greater equity and social justice for all Namibians. The paper discusses the role of ‘critical practitioner inquiry’ in supporting a shift in Namibia's schools toward more learner-centred and democratic practices. The role of critical practitioner inquiry in preservice and inservice teacher education and in professional development for teacher educators is examined. The tensions and contradictions associated with the reforms are also explored, including the potential dangers of relying on external aid and outside consultants. Finally, the reforms are discussed in relation to current globalization trends.