State, region, ethnicity and educational inequalities in postcolonial Namibia

dc.contributor.advisor	Campbell Douglas R	en_US
dc.contributor.author	Iijambo Tangeni	en_US
dc.date.accessioned	2013-07-02T14:10:40Z
dc.date.available	2013-07-02T14:10:40Z
dc.date.issued	2001	en_US
dc.identifier.uri	http://hdl.handle.net/11070.1/4428
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
dc.description.degree	Michigan	en_US
dc.description.degree	United States of America	en_US
dc.description.degree	Michigan State University	en_US
dc.description.degree	Ph D	en_US
dc.masterFileNumber	2746	en_US

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