When Namibia gained its independence from South Africa in 1990, the new government began dismantling the divisive apartheid state and building a unified nation-state. What does this new nation look like from the perspective of ordinary citizens? In Lyrical Nationalism in Post-Apartheid Namibia, Wendi Haugh provides an ethnographic portrayal of the nation as imagined by people living in the former ethnic homeland of Ovamboland, with a particular focus on the lyrics of songs composed and performed by Catholic youth. The author argues that these youth draw on conflicting ideologies—hierarchical and egalitarian, nationalist and cosmopolitan—from multiple sources to construct a multi-faceted sense of national identity. She reveals how their vision of the nation—framed as neutrally national—is deeply rooted in specific local histories and cultures.

Global Perspectives on Nationalism takes an interdisciplinary approach informed by recent theorisations of nationalism to examine perennial questions on the topic. The idea of nationalism centres on questions of ethnicity, culture, religion, language, and access to resources. What determines consciousness of nationalism? How is nationalism manifested, shaped, or countered through literary and cultural productions? The contributors highlight topical areas in studies of nationalism including ecology, natural resources, sustainability, globalisation, the Anthropocene, postcolonialism, indigeneity, folklore, popular culture, and queer theory. They develop innovative perspectives on nationalism through in-depth analyses of the theoretical, political, literary, linguistic, cultural, and ecological dimensions of nationalism in Argentina, Australia, Bangladesh, Bosnia and Herzegovina, China, Germany, Greece, India, Indonesia, Lebanon, Nepal, Nigeria, Poland, Scotland, Turkey, the United States, and elsewhere. This volume underscores the importance of generative dialogue between disciplines in assessing the implications of nationalism for everyday life through five thematic sections: (I) Ethnicity, Ideology, and Narration; (II) Religion, Identity, and Heritage; (III) Linguistics, Tradition, and Modernism; (IV) Music, Lyricism, and Poetics; and (V) Ecology, Environment, and Non-Human Lives. This book will be of particular value to students and researchers in philosophy, literary studies, and political theory with interests spanning ecology, ethnicity, folklore, gender, heritage, identity, linguistics, nationalism, nationhood, religion, and sexuality.

The third wave of democracy that reached African shores at the end of the Cold War brought with it a dramatic decline from 1990 onwards in dictatorships, military regimes, one-party governments, and presidents for life. Multiparty democracy was at the core of the constitutional revolutions that swept through most of Africa in those watershed years. However, that wave is either losing momentum or receding - or being reversed in its entirety. This volume examines democracy and elections in Africa, a focus motivated by two concerns. First, after 30 years it is important to take stock of the state of constitutional democracy on the continent. The democratic gains of the 1990s and 2000s seem to be falling by the wayside, with the evidence mounting that regimes are concealing authoritarianism under the veneer of elections, doing so in an international context where populist regimes are on the rise and free and fair multiparty elections are consequently no longer a given. It is becoming a battle to protect and retain constitutional democracy. The second reason for this volume's focus on democracy and elections is that multiparty democracy is essential for the proper functioning of the state in addressing the major problems facing Africa - internal conflict, inequality and lack of development, and poor governance and corruption. The focus of this volume is thus on how competitive politics or multiparty democracy can be realized and how, through competition, such politics could lead to better policy and practice outcomes.

This book examines the discourses on nation-building, civic identity, minorities, and the formation of religious identities in school textbooks worldwide. It offers up-to-date, practical, and scholarly information on qualitative and mixed-method textbook analysis, as well as the broader context of critical comparative textbook and curriculum analyses in and across selected countries. The volume offers unique and empirical research on how internal educational policies and ideological goals of dominant social, political, and economic groups affect textbook production and the curricular aims in different educational systems worldwide. Chapters address the role of school textbooks in developing nationhood, the creation of citizenship through school textbooks, the complexity of gender in normative discourses, and the intersection of religion and culture in school textbooks.

This handbook explores the evolution of African education in historical perspectives as well as the development within its three systems–Indigenous, Islamic, and Western education models—and how African societies have maintained and changed their approaches to education within and across these systems. African education continues to find itself at once preserving its knowledge, while integrating Islamic and Western aspects in order to compete within this global reality. Contributors take up issues and themes of the positioning, resistance, accommodation, and transformations of indigenous education in relationship to the introduction of Islamic and later Western education. Issues and themes raised acknowledge the contemporary development and positioning of indigenous education within African societies and provide understanding of how indigenous education works within individual societies and national frameworks as an essential part of African contemporary society.

How does a peoples’ music reflect their history, their occupations, cultural beliefs and values? These are the core questions that this book addresses in rela-tion to the Aawambo people of Namibia. The author brings to the fore the nuanced views of different people, describing their personal musical experiences – past as well as present. This is the first time that the music and stories of contemporary Namibian musicians is shared alongside those of the elderly. Similarly, it is the first time that some of the traditional Aawambo dances are analysed and described, abundantly illustrated with colourful photographs and several songs. Based on years of personal research, this book will appeal to research scholars, students and other interested readers alike, since its style is accessible but detailed, personal yet objective.

In Biblical Interpretation and African Traditional Religion, Helen C. John juxtaposes grassroots biblical interpretations from Owamboland, Namibia, with professional interpretations of selected New Testament texts, effectively demonstrating the capacity of grassroots interpretations to destabilise, challenge and nuance dominant professional interpretations. John uses a cross-cultural and dialogical approach – ‘Cross-Cultural Biblical Interpretation Groups’ – to explore the relationship between African Traditional Religion (ATR), Christianity and biblical interpretation in Owamboland, Namibia. She contextualises the grassroots Owambo interpretations using fieldwork experiences and ethnographic literature, thus heightening the cross-cultural encounter. In particular, John reflects on Western epistemologies and the Eurocentric interpretative trends that are brought into relief by the African interpretations gathered in Owamboland.