Exploring the Namibian inclusive education policy’s responses to gender nonconforming learners: A case of Erongo region
type: CreativeWork
description: 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. The current study used a convergent parallel transformative mixed methods case study design encased within a Social Identity Perspective (SIP) to understand the research problem. A random sampling procedure was used to select 182 school teachers in Erongo region, Namibia. In addition, purposive criterion sampling was used to select 27 schools with grades 8-12 from which the population sample of teachers was randomly drawn. The purposive criterion sampling was also used to select one Deputy Director of Special Programmes and Schools (SPS), one Deputy Director of Diagnostic, Assessment and Training Services (DATs), one Regional School Counsellor as well as one Inclusive Education officer at the National Institute for Educational Development (NIED) to be part of the sample. The data were collected through quantitative and qualitative data collection procedures concurrently. The qualitative data were collected through a questionnaire (Appendix K) and a face-to-face interview. The qualitative data were also collected through a questionnaire completed by the teachers. The qualitative data from the interviews and the questionnaire were analysed thematically to arrive at emerging patterns a…
abstract: 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. The current study used a convergent parallel transformative mixed methods case study design encased within a Social Identity Perspective (SIP) to understand the research problem. A random sampling procedure was used to select 182 school teachers in Erongo region, Namibia. In addition, purposive criterion sampling was used to select 27 schools with grades 8-12 from which the population sample of teachers was randomly drawn. The purposive criterion sampling was also used to select one Deputy Director of Special Programmes and Schools (SPS), one Deputy Director of Diagnostic, Assessment and Training Services (DATs), one Regional School Counsellor as well as one Inclusive Education officer at the National Institute for Educational Development (NIED) to be part of the sample. The data were collected through quantitative and qualitative data collection procedures concurrently. The qualitative data were collected through a questionnaire (Appendix K) and a face-to-face interview. The qualitative data were also collected through a questionnaire completed by the teachers. The qualitative data from the interviews and the questionnaire were analysed thematically to arrive at emerging patterns a…
author: Haitembu, Rauna Keshemunhu
keywords: Gender nonconformity, Social justice, Erongo region, Namibia, Education policy
license: https://uwcscholar.uwc.ac.za/bitstreams/a30e4538-adb0-4b42-9d54-cd6ff0d594a6/download
date published: 2021
date modified: 2026-07-24T06:00:50Z
provider: University of the Western Cape
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of the Western Cape