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Inclusive Approaches to School Counseling: Arguing for Culturally-Responsive Psycho-Social Support for Learners From Indigenous Communities
Abstract
At the core of the education system in Namibia lies the philosophical underpinning of inclusivity and its underlying principle of equal participation. Thus, to exclude any individual or societal group, directly or indirectly, from participation in education is tantamount to violating the primary meaning of democracy as it pertains to education. This assertion is consistent with the United Nation's SDG 4, which strives at ensuring “Inclusive and Equitable Quality Education and Promote Lifelong Opportunities for All,” and SDG 16, which is aimed to provide “Peace, Justice, and Strong Institutions.” Two ethnic groups in Namibia, the Ovahimba and the San, are regarded as marginalized, and this marginalization cuts across all spheres of their lives. This research-informed chapter provides an insight into experiences of children from indigenous communities in schools. It further presents an argument for culturally responsive approaches to counseling for learners from indigenous communities.
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