Exploring the Namibian inclusive education policy’s responses to gender nonconforming learners: A case of Erongo region

This study explored the Namibian Inclusive Education policy‟s responses to gender nonconforming learners in Namibian schools. Gender nonconformity within the scope of this study refers to nonconforming to societal gender expectations through behaviour, presentation, sexual identity or any other means construed as normal by societies. Thus the study was guided by the research question: How does the Namibian IE Policy respond to gender nonconforming learners in Namibian schools? Even though there is growing evidence on mistreatment of gender nonconforming learners in schools worldwide, there is minimal evidence on the support for gender nonconforming learners within the Namibian schools. Additionally, there is paucity of literature on gender nonconformity in the Namibian education context.

Grantor dc:publisher.institution

University of the Western Cape

Year dc:date.issued

2021

Author dc:creator

• Haitembu, Rauna Keshemunhu

• Education policy
• Namibia
• Erongo region
• Social justice
• Gender nonconformity

Licence

• https://uwcscholar.uwc.ac.za/bitstreams/597e6e6b-251b-4967-905d-ef432c7e28de/download