Decolonising teacher education through integrating Education for Sustainable Development into the Namibian Social Studies Curriculum

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 2
  In Roundtable Session: Decolonizing and Redefining Preparation: Global Policy Perspectives on Educator Development

Abstract

Universities are expected to produce graduates with greater understanding of sustainable development and Education for Sustainable Development (ESD) competencies. This study analyzed the Social Studies Education curriculum for teacher education at the University of Namibia, using a qualitative approach following case study design. Data was analyzed against sustainability pillars and ESD competencies. All three pillars, namely ecological, social and economic competencies, were found to be part of the curriculum. This strengthens the quality of teacher education in Namibia, contributes to the achievement of local, regional and global agendas of sustainable development and SDGs. Considering the foregoing, countries of the world, including Namibia, should commit themselves towards integrating ESD into all levels of education to ensure a decolonized teacher education curriculum.

Author

• Eveline Omagano Anyolo, University of Namibia