Contribution of Indigenous People's Cultural Practices and Norms to Formal Education in Namibia

Abstract

A qualitative method approach was employed using narrative model/design by reviewing and analysing qualitative research articles that were done about formal education and cultural practices and the contribution of formal education on indigenous peoples' lives. The researcher reviewed articles, findings were obtained and analysed, and themes emerged. The themes were interpreted and thoroughly discussed, which birthed the clear understanding of how indigenous peoples' norms and practices contributes to formal schooling by looking at strategies employed. The study findings delivered from two indigenous groups in Namibia revealed that both the Ovahimba and San ethnic bunches keep up a verbal culture where skills, values, dialect, and legends are exchanged orally from era to generation and once in a while composed. As a result, learners come to school with limited pre-literacy and pre-numeracy abilities, and when they arrive, they are confronted with books, which makes a prompt culture shock.