The Namibian inclusive education policy’s responseto gender nonconforming learners

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dc.contributor.authorHaitembu, Rauna Keshemunhu
dc.contributor.authorMaarman, Rouaan
dc.date.accessioned2023-06-14T08:56:51Z
dc.date.available2023-06-14T08:56:51Z
dc.date.issued2023
dc.description.abstractThe 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.identifier.citationHaitembu, 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/10.1111/1471-3802.12584en_US
dc.identifier.issn1471-3802
dc.identifier.urihttps://doi.org/10.1111/1471-3802.12584
dc.identifier.urihttp://hdl.handle.net/10566/9078
dc.language.isoenen_US
dc.publisherWileyen_US
dc.subjectTeaching and Learningen_US
dc.subjectInclusive educationen_US
dc.subjectGender studiesen_US
dc.subjectNamibiaen_US
dc.subjectDiversityen_US
dc.titleThe Namibian inclusive education policy’s responseto gender nonconforming learnersen_US
dc.typeArticleen_US

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