State, region, ethnicity and educational inequalities in postcolonial Namibia select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.advisor Campbell Douglas R en_US Iijambo Tangeni en_US 2013-07-02T14:10:40Z 2013-07-02T14:10:40Z 2001 en_US
dc.description.abstract Abstract provided by author: en_US
dc.description.abstract This dissertation was completed at a time when the SWAPO-dominated, post-independence government had been in power for eleven years. This was a time of national self-reflection, both inside and outside government. This study makes a timely contribution to the national debate on educational inequalities, regional and ethnic stratification, and marginalization en_US
dc.description.abstract The significance of this study lies in its attempt to situate educational policies within an analysis of the colonial to postcolonial transition while also taking into account the international global context of funding, influence, and restructuring of policies and practices en_US
dc.format.extent 273 p en_US
dc.language.iso eng en_US
dc.subject Education policy en_US
dc.subject Poverty en_US
dc.title State, region, ethnicity and educational inequalities in postcolonial Namibia en_US
dc.type thesis en_US
dc.identifier.isis F004-199299999999999 en_US Michigan en_US United States of America en_US Michigan State University en_US Ph D en_US
dc.masterFileNumber 2746 en_US

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