| dc.contributor.author | Haitembu, Rauna Keshemunhu | |
| dc.contributor.author | Maarman, Rouaan | |
| dc.date.accessioned | 2023-06-14T08:56:51Z | |
| dc.date.available | 2023-06-14T08:56:51Z | |
| dc.date.issued | 2023 | |
| dc.identifier.citation | Haitembu, R. K., & Maarman, R. (2023). The Namibian inclusive education policy’s responseto gender nonconforming learners. Journal of Research in Special Educational Needs, 23(2), 116-125. https://doi.org/10.1111/1471-3802.12584 | en_US |
| dc.identifier.issn | 1471-3802 | |
| dc.identifier.uri | https://doi.org/10.1111/1471-3802.12584 | |
| dc.identifier.uri | http://hdl.handle.net/10566/9078 | |
| dc.description.abstract | The provision of education to children is a human
right that most countries including Namibia are
trying to achieve. Hence, through educational
inclusion, educators strive for removal of barriers
within education systems for all children to learn.
The purpose of this study was to explore how the
Namibian inclusive education (IE) policy responds
to gender non-conforming learners. Drawing upon
the Social Identity Perspective (SIP) and interviews
with four education officers and employing a transformative
case study, this study revealed that the
Namibian IE policy does not clearly pronounce
itself on inclusion of gender non-conforming learners. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | Wiley | en_US |
| dc.subject | Teaching and Learning | en_US |
| dc.subject | Inclusive education | en_US |
| dc.subject | Gender studies | en_US |
| dc.subject | Namibia | en_US |
| dc.subject | Diversity | en_US |
| dc.title | The Namibian inclusive education policy’s responseto gender nonconforming learners | en_US |
| dc.type | Article | en_US |
