Perpetuating the Myth of the “Wild Bushman”: Inclusive Multicultural Education for the Omaheke Ju|’hoansi in Namibia

Abstract

Namibia has adopted an inclusive education policy with emphasis on cultural and linguistic diversity. The policy encourages educators to adapt the curriculum and include content that reflects the cultural background of their learners. Despite these positive provisions, severely marginalized groups, such as the Omaheke JuF'hoansi, continue to underperform and drop out of school at greater rates than learners from other groups. This article is based on ethnographic work in eight primary schools in east central Namibia and explores how educators understand and treat JuF'hoan culture in schools. Analysis of the data points to preoccupation with superficial cultural differences that further marginalize JuF'hoan learners. The study discusses the challenges of multicultural education for severely marginalized groups and questions its applicability in a highly segregated society.

[Retracted] The Innovative Trend of Piano Teaching in Music Education in Multicultural Education under Ecological Environment

“…Therefore, there should be some changes in piano teaching methods. In addition to the influence of multiculturalism, the change of national education policy is also an important driving force for the reform and innovation of piano teaching in Higher Vocational Colleges [ 1 ]. In short, teachers should consider the influence of multiculturalism, change the traditional teaching concept when carrying out piano teaching activities, think from the perspective of students, and gradually build a student-centered teaching classroom.…”