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Full Description
Education is intertwined with social justice in multivarious ways, and it takes place in historically defined contexts. The proposed collective volume brings together a range of perspectives from an interdisciplinary array of social sciences with a clear focus on education. The authors include academics and some activists from Namibia and Germany. The contributions are centred on current issues and challenges, but in particular on account of the binational composition of the authors, the historical context of German colonial rule and the 1903-1908 genocide also form a focus of attention. However, the contributions do not rehearse history only or exclusively. Authors address an array of current issues, ranging from social justice to the issues of recognition, apology, and reparation connected with the genocide. The latter issue is connected in many ways with the questions of justice and equity as well as with the persistent high social inequality that besets Namibia. It affects the psycho-social well-being of learners and their family relations, but relates also to class room practice and the syllabus. One main concern here, motivated especially by educational considerations, is transgenerational trauma in the wake of the genocide. As has been shown in other, more intensely researched cases, most notably the Holocaust, trauma sustained from experiences of large-scale violence including mass killings, genocide or concentration camps may be transmitted to survivors' posterity through several generations. In Namibia, various discourses among victim communities speak to this circumstance. The proposed volume addresses these issues from the various perspectives of educational science, history, philosophy, sociology, and public health. It addresses communal memory practices, which keep oral traditions alive. It also looks at curricular issues and various aspects of teaching practice, in particular approaches centred on social change.
Contents
Chapter 1. Introduction.- Part I: Burdens of History.- Chapter 2. Addressing the Intergenerational Trauma of the People of Namibia through Transformative Higher Education.- Chapter 3. Generational Trauma: The Impact of Genocide on Gender Relations in Namibia.- Chapter 4. German Postcolonial Entanglements - Namibia and Beyond.- Part II: Social Justice.- Chapter 5. Social Justice in Postcolonial Namibia: Whose Justice? What Justice? Which Rationality?.- Chapter 6. Justice. On the Importance to Recognize Dignity and Social Equity as Two Sides of the Same Coin.- Chapter 7. Justice and Fairness in Negotiations: On Genocide and Reparations.- Chapter 8. Bringing Justice to the Dead. The Open and Seemingly Desolated Old Location Cemetery in Kramersdorf, Swakopmund.- Part III: Challenges of Teaching.- Chapter 9. Facing History, Teaching for change and social action.- Chapter 10. The Curriculum Coverage of Genocide Studies in Namibian Schools and Pedagogical Issues.- Chapter 11. A Comparative Analysis of Life Skills Education in Namibia and Germany - and what we can learn from each other and for the future.- Chapter 12. Life Skills in Home Economics.- Part IV: Venues of Remembrance.- Chapter 13. Learning to See History whilst Listening. Acoustic Echoes of German Colonialism in Namibia - Memory Cultures in Museums and Exhibitions.- Chapter 14. Germany and Namibia: Laying Bare Layers of Memory to Dismantle the Past for the Future. Chapter 15. freiburg-postkolonial.de: local practice.- Chapter 16. The Way Forward. Final remarks.
