Academic literature on the topic 'Violence – Namibia'

Abstract The practice of performance or ‘spoken word’ poetry has gained a significant foothold among the youth in urban Namibia in the last two decades. While this poetry has been put to many socio-political uses, one of the main ones has been a protest against patriarchal elements in Namibian society and culture, and an outcry against Namibia’s high rates of gender-based violence. Patriarchal aspects of Namibia’s national culture are often explicitly linked to violence and to the intersectional nature of oppression. Spoken word poetry has also often given LGBT+ women a space to speak out against their oppression and to normalise their existence. This article shows how women performers have used and modified the conventions of poetry and song to get this challenging—in the Namibian context often radical—message across. The paper argues that poetry in this context has the potential to approximate a localised ‘public sphere’ where inclusive discourse can be held around social issues—bearing mind that people are not excluded from this discourse because of arbitrary reasons such as gender or sexuality.

This paper investigates the determinants of tourism in Namibia for the period 1996 to 2012. The results indicate that an increase in trading partners’ income, depreciation of the exchange rate, improvement in Namibia’s infrastructure, sharing a border with Namibia are associated with an increase in tourist arrivals. Governance indicators such as rule of law, political stability and no violence are also associated with an increase in tourist arrivals to Namibia. The results show that there is unexploited tourism potential from Angola, Austria, Botswana, Germany and South Africa. This suggests that it is important to exploit the tourism potential as this would help to accelerate economic growth and generate the much needed employment

Measuring the prevalence of violence and/or bullying in schools in Namibia has become a recent concern, with little available data. The purpose of the article is to uncover the causes and manifestations of gender-based violence in Namibian schools. This study employed a mixed methodology that included in-depth interviews with key stakeholders and quantitative methods of data collection such as a self-administered questionnaire targeting learners and educators. The evidence emerging from this study indicates high levels of violence and/or bullying in schools and that this violence and/or bullying is frequent, takes specific forms, and targets particular groups of learners, such as girls and those who are perceived as different in terms of their gender. It is hoped that findings will assist relevant ministries and others in the education sector in engaging further with the issue of violence and/or bullying in school and in providing support to those learners who are targeted.

This article examines the meaning and nature of sterilisation. It equally discusses the historical context of involuntary sterilisation and its likely human rights implications. More importantly, it discusses the decision of the Namibian Supreme Court in Government of Namibia v LM and argues that the court fails to consider involuntary sterilisation as a form of human rights violation, particularly violence against women. The article contends that given the attendant mental, physical and emotional trauma a woman may suffer upon undergoing forced sterilisation, this would amount to an act of violence against women as recognised under international human rights law.

This paper aimed to diagnose the community of Oshakati community in Oshana region in the northern part of the Republic of Namibia by providing an overall picture of the local community and the residents’ concerns, the health problems and challenges and suggest priority areas for health intervention and the feasible solutions.A survey was conducted using self-administered questionnaires, face to face interviews, focus groups.The main problems identified are: teenage pregnancies due to unprotected sex and early sexual behaviors, promiscuity by means of poverty, alcohol and drug abuse resulting in stab wounds, uncontrolled behaviors, domestic violence, assault and crime, high levels of unemployment, stress and depression, TB, HIV with growing number of orphans, diarrhea and respiratory infections.The survey conducted in Oshakati has shown that the assessment of the community is useful in identifying the important problems and needs for the community; the cultural, social, economic, environmental factors have to be considered for good health reform. The resources are available and should be utilized for active participation of the people and implication of the authorities in health promotion by identifying and prioritizing problems of the community they serve.

The purpose of this study was to explore and describe the perceptions of maternity clients’ relating to domestic violence. A quantitative, exploratory and descriptive design was utilised. The population consisted of maternity patients admitted to a referral hospital in Windhoek, Namibia. The findings indicate that some perceptions reflect biographical differences such as education, age and economic status. In some instances, perceptions of maternity clients were in line with findings published in existing literature that reported socio-economic circumstances and familial obligations which forced women to endure abuse. It was recommended that these differences in perceptions be taken into account during the counselling of maternity clients or while health education is being given. Opsomming Die doel van hierdie studie was om swanger vroue se persepsies in verband met gesinsgeweld verkennend te beskryf. ’n Kwantitatiewe, verkennende en beskrywende ontwerp is gebruik. Die studie was ook kontekstueel in ontwerp. Die populasie het uit swanger vroue bestaan wat in ’n verwysingshospitaal in Windhoek, Namibië, opgeneem is. Daar is bevind dat sommige persepsies deur biografiese veranderlikes bepaal word soos geletterdheidsvlak, ouderdom en ekonomiese status. In sekere gevalle is gevind dat die persepsies van swanger vroue ooreenstem met bevindinge in bestaande literatuur deurdat sosio-ekonomiese omstandighede en familieverpligtinge hulle dwing om gesinsgeweld te verduur. Daar word aanbeveel dat hierdie verskillende persepsies gedurende beradingsessies met swanger vroue of tydens gesondheidsopvoeding in ag geneem word.

Intimate partner violence (IPV) is a global social problem, which may result in intimate partner homicide (IPH). Much of the research concerned with IPH is based in developed nations and as such this study explored men’s explanations for IPH (known locally as “passion killing”) in the Namibian context by interviewing 10 individuals who were convicted and sentenced for the murder of their female intimate partners. A semi-structured interview was conducted with the offenders and the resulting transcripts were analyzed by Interpretative Phenomenological Analysis. Findings confirmed and extended previous research stating that the intertwined influence of cultural beliefs and attitudes, external influences, as well as lack of emotional control and problem-solving skills, influence IPH. However, the study discovered that culture-specific factors, such as witchcraft, also play a role in some IPH cases in Namibia. The findings suggest approaches to work with young men and perpetrators to reduce their rate of initially committing IPH or repeating it. Furthermore, understanding cross-cultural differences may help in developing appropriate, culturally specific, programs aimed at reducing and/or preventing IPH.

In this article the author shall argue that before Namibian independence in 1990, Christianity was used by some as a weapon of breaking down, or as a tool of, colonialism, racism, and apartheid. In the name of a religious god unashamed acts of violence and wars were committed and resulted in genocide of 1904 to 1908. However, such brutalities did not conquer the African spirit of what is identified in this article as the Ubuntu (humaneness). Inspired by their sense of Ubuntu the Africans, in the face of German colonialism and the South African imposed Apartheid system, finally emerged victorious and accepted the model of religious pluralism, diversity, and the principle of African Ubuntu. We shall, furthermore, argue that the Namibian educational system and the Namibian Constitution, Articles 1 and 21, the Republic of Namibia is established as a secular state wherein all persons shall have the right to freedom to practise any religion and to manifest such practice. It means religious diversity and pluralism is a value, a cultural or religious or political ideology, which positively welcomes the encounter of religions. It is often characterized as an attitude of openness in a secular state towards different religions and interreligious dialogue and interfaith programs. As an example we shall focus on the subject of Religious and Moral Education where such religious diversity and pluralism are directly linked to political, social, and economic issues, as well as moral values.

Thesis ((M.A. (Clinical Psychology)) --University of the North, 2002
Violence against women ts a manifestation of historically unequal power relations between men and women, which has led to the domination of women by men and to the prevention of the full advancement of women. It is an old phenomenon that was kept secret, and people pretended that the problem did not exist. It wasn't until the feminist activists openly addressed the issue of inequality that included women's lack of rights and low status within marriage and society as well as battering that the taboo topic was changed into a subject extensively investigated. Extensive research on the topic now exists. As is the case in many developing countries, research on violence against women in Namibia is relatively rare. Research regarding the mental health consequences of abuse is virtually non-existent. It is to this area of research that the present study addressed itself. This study aimed at describing and determining the mental health consequences of battering to which Namibian women are subjected. The study followed both qualitative and quantitative research approaches. Qualitative research used in-depth interviews based on a semi-structured questionnaire. The measures utilized was an Abuse Disability Questionnaire (ADQ). A demographic questionnaire identifying battered women variables was also utilized. A total of 60 battered women were surveyed and all 60 women completed the questionnaires. In quantitative methods, data were analysed in terms of descriptive statistics. In qualitative methods, closely related data were grouped together under specific titles to serve as categories. The results indicated that Namibian battered women endure physical, emotional, sexual and financial abuse. The results has shown that age, education, religion, employment status and marital status do not matter. Women are still being battered. The results also indicated that Namibian battered women are indeed subjected to various negative mental health consequences.

The research focused on the experiences of casualty doctors regarding their role in the management of gender-based violence victims at the Intermediate Hospital Oshakati, Namibia. A qualitative, exploratory, descriptive and contextual research design was utilized and data were collected by means of semi-structured interviews. These were audio-taped, transcribed verbatim and analyzed using the Tesch’s method of qualitative data analysis by the researcher in conjunction with an independent coder. The research findings revealed that the study participants experienced gender-based violence as a common and recurrent public health issue. Participants indicated that the majority of the victims presented with a wide range of physical injuries as well as significant emotional trauma. With further exploration, it emerged that participants identified alcohol abuse, low socioeconomic status and several relationship problems as prevalent factors associated with gender-based violence. They also recognized that the current programme managing gender-based violence provides a measure of safety for victims by making emergency services available. In addition, these services could be accessed free of charge and victims identified as ‘high-risk’ were offered sanctuary in the ward to prevent further harm. Study participants further observed that the presence of a multi-disciplinary team of care-givers also contribute positively to the management of gender-based violence victims. However, participants experienced several challenges that impair their role in the management of gender-based violence victims. Notable among these are high workload (arising from shortage of personnel and offering services to non-emergency cases in casualty), lack of collaboration among team members and a lack of proficiency in psychosocial intervention strategies. Based on the study findings, it is hereby recommended that clear guidelines for the management of gender-based violence victims should be established and a better collaboration among all cadres of professionals involved in this issue should be promoted. In addition, campaigns to sensitize the community about values that can help in the prevention of gender-based violence and dangers of alcohol abuse as well as strengthening the legislative framework vis-à-vis implementing punitive measures against culprits, should be vigorously pursued.

The study assessed the role of guidance and counselling in promoting learner discipline in secondary schools in the Oshikoto region of Namibia. The study used the mixed methods approach, which resulted in providing qualitative and quantitative data to provide an understanding of the problem. The instruments for data collection were questionnaires for principals, teachers, teacher counsellors and learners, as well as one-on-one interviews with learners. Thirty-one (31) principals, ninety-eight (98) teachers, thirty-seven (37) teacher counsellors and four hundred and eighty-nine (489) learners participated in the study. Results from the questionnaires were analysed by using descriptive statistics in the form of frequencies and percentages. Data presentation took the form of tables and bar graphs. Qualitative data collected from interviews were transcribed and put into themes and categories. The study revealed that schools experienced a wide range of disciplinary problems. It was further revealed that learners are affected by issues emanating from the environment, namely, schools and societies which influence their behaviour negatively. The principals and teachers believe that exclusionary and punitive methods are effective in managing learner indiscipline, while teacher counsellors and learners were against the use of such methods. In addition, principals, teachers and teacher counsellors all have a major role to play in maintaining discipline in schools through guidance and counselling. Suggestions were thus made to strengthen the use of guidance and counselling in promoting learner discipline in secondary schools by: improving training for teacher counsellors/Life Skills teachers in guidance and counselling, sensitisation of school managers about the roles and responsibilities of teacher counsellors, including the role played by teacher counsellors in learner discipline, improved leadership from school principals, strengthening the co-ordination and communication among the school personnel, and by strengthening the referral system from teachers to teacher counsellors and from teacher counsellors to outside agencies. It was recommended that the use of guidance and counselling in promoting learner discipline would be strengthened if teacher counsellors’ training is improved, school principals are sensitised on the roles of teacher counsellors, including their role in learner discipline as well as improved co-ordination and communication among school personnel regarding learner discipline. The study further recommended that the referral system of learners experiencing problems from teachers to teacher counsellors and from teacher counsellors to outside agencies should be strengthened.

Philosophiae Doctor - PhD
This study explored the consequences of passion killing (PK) on the academic wellbeing of undergraduates in Botswana and Namibia. The study is motivated by the alarming rate of intimate partner femicide popularly referred to as passion killings in both countries; where dozens of young women are being killed by their jilted and angry boyfriends (who most times commit suicide after the murder). The victims and perpetrators are the future generation youths; and noticeably, this monstrous crime had permeated awfully into the universities in some African countries. However, to date, there is paucity of information on the influence of such occurrence on the academic wellbeing of undergraduates. The study employed qualitative research approach, with intrinsic case study design. It was grounded in interpretative paradigm. The participants were purposefully selected given the nature of the study as well as the site; the study used snowball purposive sampling. The samples were of six participants and the data was obtained through semi-structured face-to-face interviews. The data were coded and thematic analysis was used to analyse the content. Member checking procedures were also employed to assess the credibility and trustworthiness of the study as well as the suitability of the subjects in order to ensure that the results of the study were dependable and could be confirmed. The study adhered to the professional research ethical considerations like voluntary participation, informed consent, confidentiality, anonymity and avoidance of harm. The study found that incidence of PK is still burgeoning in the locations of study and very rampant among the young people; the victims are largely women. It is established from the data collected during in depth interviews with the students that passion killing has negative influence on the academic wellbeing of students in tertiary institutions in Botswana and Namibia. It causes social shock which leaves students in disconnected and disenchanted relationships; causes psychological trauma leading to feelings of insecurity and instability which affects their learning and concentration.

Magister Public Health - MPH (Public Health)
This qualitative, explorative study aimed to explore the attitudes and perceptions of nurses and medical doctors at frontline services units of the Katutura Intermediate Hospital in Windhoek, Namibia, in providing intimate partner violence (IPV) screening during routine care. Frontline services were selected because that is where most of the patients come into contact with nurses and medical doctors for the first time, making this the first point of care contact at this referral hospital. The researcher conducted in-depth interviews with purposively selected sample of 18 nurses and six medical doctors employed at frontline services units of the hospital. All the respondents concurred that IPV was prevalent in Namibia, as evidenced by the daily hospital records. Respondents admitted that the Casualty Section of the Katutura Hospital was the busiest section at the hospital, and that incident and cases of IPV were recorded there every hour, especially from Thursday through the weekend and on public holidays, as victims seek treatment for their resultant injuries. Most of the respondents expressed concern about their inability to screen for IPV during routine care due to a lack of time. Many respondents believed, however, that screening for IPV was the responsibility of social workers and not necessarily that of nurses and medical doctors. Others believed that a lack of skills among hospital staff to screen for IPV as well as staff shortages and work overload were some of the factors preventing staff from performing screening. The study found that IPV cases were prevalent at the Katutura Intermediate Hospital, and that there was ambivalence about IPV screening and reporting among the staff who participated in the study. Some of the nurses and medical doctors who participated in the study saw IPV as a nonclinical and social issue and believed that it was the responsibility of social workers, while others felt that they might be able to do something about it but were hampered by factors such as staff shortages, a lack of privacy and work overload. The researcher recommends further research on the attitudes and perceptions of senior management and patients towards IPV screening.

Managing discipline in the developing world where corporal punishment has been abolished in schools in line with the human rights agendas, has led to teachers battling with implementing alternative peaceful discipline measures. Namibia is no exception. Data gathered from six purposively selected secondary schools served as the case of this research were textually analysed using open coding. Data used in this inquiry were gathered through qualitative open-ended questionnaire and semi-structured individual interviews from 24 participant teachers at the six secondary schools. In order to view learner discipline in a holistic way, the intention of this inquiry was to explore how teachers experience the management of learner discipline; the factors contributing to learner discipline; the challenges faced by teachers in managing learner discipline; the Namibian government policy in managing learner discipline; and strategies adopted by the teachers in managing learner-learner behaviour in Namibian secondary schools in the region of the Hardap of Namibia. Most of the existing body of knowledge on the phenomenon of learner discipline was confirmed by this study. The inquiry further analysed, presented and discussed the findings in light of the literature review and theories and models that guided the study. The results of this inquiry highlighted that the problem of the Namibian education system is compounded by lack of learner discipline among both learners and teachers. During this inquiry, it was revealed that there is a rampant breakdown of discipline among secondary school learners in the Auob Circuit of the Region of Hardap of Namibia. It was also revealed that participant teachers are trying their best to maintain learner discipline by involving other educational stakeholders. The conclusions were consistent with the main results from the semi-structured individual interviews as well as those from the qualitative open-ended questionnaire resulting in different recommendations being directed at the Education, Arts and Culture Ministry, secondary schools, teachers, parents and learners. It was found that school rules and classroom rules serve as a guideline for teachers and learners when maintaining learner behaviour in schools. Most schools have introduced a demerit system where learners are allocated different points for different offences that they commit, like if they come late for school, come to school without a doctor’s certificate after being absent, if they are disrupting the classes or walking around the school aimlessly. Teamwork among teachers is really lacking when it comes to learner behaviour management in schools. Undisciplined learners take chances as they know that even if they misbehave, nothing will happen to them. The management of learner discipline at some schools has become a very difficult task since most of the learners are troublesome. Learners are affected by the circumstances at home to schools which lead to many problems at schools. Lack of parental involvement is a challenge that teachers face in maintaining learner discipline in schools. Some learners misbehave because of peer pressure. Teachers are also sometimes to blame for disciplinary problems experienced in the Hardap secondary schools of Namibia, taking out their frustrations on the learners or themselves indulging in acceptable behaviour such as drunkenness or sexual molestation. Alcohol and drug abuse are a challenge which is predominant in the Hardap secondary schools, particularly in the Auob Circuit. The results of this inquiry revealed that the challenge that teachers are facing in schools is that learners are defiant, break the law and often become violent. The study recommends that workshops or in-service trainings on learner behaviour management should be conducted by the Education, Arts and Culture Ministry at least twice a year. Teachers should involve learners in drafting a set of school rules.
Die bestuur van dissipline - in die meeste ontwikkelende wêreld waar lyfstraf in skole afgeskaf is in ooreenstemming met die menseregte-agendas, waar die onderwysers sukkel met die implementering van alternatiewe maatreëls vir vreedsame dissipline, insluitend Namibië is 'n baie slegte ervaring vir die meeste onderwysers in die hoërskool. Data wat versamel is uit ses kriteria wat geselekteerde sekondêre skole was, het gedien as die geval van hierdie ondersoek, is met behulp van 'n oop kodering tekstueel ontleed. Data wat in hierdie ondersoek gebruik is, is versamel deur middel van die kwalitatiewe ope vraelys en semi-gestruktureerde individuele onderhoude van vier en twintig deelnemende onderwysers van die ses sekondêre skole. Om die leerderdissipline op 'n holistiese wyse te beskou, was die bedoeling van hierdie ondersoek om te ondersoek hoe onderwysers die korrekte bestuur van leerderdissipline ervaar, die faktor wat bydra tot leerderdissipline, die uitdagings wat onderwysers in die bestuur van leerderdissipline in die gesig staar, die Namibiese regeringsbeleid in bestuur van leerderdissipline en strategieë wat deur die onderwysers aangeneem is vir die bestuur van gedrag van leerder-leerder in Namibiese sekondêre skole in die streek Hardap van Namibië. Die grootste deel van die bestaande kennis oor die verskynsel van leerderdissipline is deur hierdie studie bevestig. Die ondersoek het die bevindings verder ontleed, aangebied en bespreek in die lig van die oorsig van literatuur en teorieë en modelle wat die studie gelei het. Die resultate van hierdie ondersoek het aan die lig gebring dat die probleem van die Namibiese onderwysstelsel vererger word deur 'n gebrek aan leerderdissipline onder leerders en onderwysers. Tydens hierdie ondersoek is aan die lig gebring dat die dissipline onder sekondêre skoolleerders in die Auob-kring in die Hardap-streek in Namibië wydverspreid is. Dit is ook aan die lig gebring dat deelnemende onderwysers hul bes probeer om leerderdissipline te handhaaf deur ander opvoedkundige belanghebbendes te betrek. Die gevolgtrekkings stem ooreen met die belangrikste resultate van die semi-struktuur individuele onderhoude, sowel as dié uit die kwalitatiewe ope vraelys wat gemaak is met betrekking tot elk van die ses ondersoekvrae, verskillende aanbevelings gerig aan die Ministerie van Onderwys, Kuns en Kultuur., sekondêre skole, onderwysers, ouers en leerders, wat noodsaaklike bestanddele is vir verdere ondersoek en studiebeperkings, word duidelik uiteengesit.. Daar is gevind dat skoolreëls sowel as die klaskamerreëls 'n riglyn is vir beide onderwysers en leerders wanneer die leerdergedrag in skole gehandhaaf word. meerderheid skole het 'n stelsel van aflewering ingestel waar leerders verskillende punte kry vir verskillende misdrywe wat hulle begaan, soos as hulle laat kom vir die skool, sonder 'n doktersertifikaat skool toe kom, as hulle die klasse ontwrig of doelloos in die skool rondloop. spanwerk onder onderwysers ontbreek regtig as dit kom by die bestuur van leerdergedrag in skole. dat leerders wat nie gedissiplineerd is nie, kanse waag in skole omdat hulle weet dat al sou hulle hulself gedra, niks met hulle sal gebeur nie. die bestuur van leerderdissipline by sommige skole het 'n baie moeilike taak geword omdat die meeste van die leerders lastig is. leerders bring hul omstandighede tuis na skole wat baie probleme by skole veroorsaak deur mekaar en selfs onderwysers te beledig en te bestry. sommige leerders gedra hulself verkeerd in skole as gevolg van die invloed wat hulle van hul maats kry, en gevolglik vind sommige leerders hulself besig om iets te doen wat daar nie van hulle verwag is om te doen nie. sommige onderwysers is die skuld vir sommige dissiplinêre probleme van sommige leerders wat ondervind word in die Hardap-hoërskole in Namibië. Die uitkomste het ook aan die lig gebring dat baie onderwysers gefrustreerd is weens die werklas en ander sosiale probleme, omdat hulle uiteindelik hul frustrasies op hul leerders loslaat. Weereens dui die resultate daarop dat sommige onderwysers hulself toespits op drank- en dwelmmisbruik, hulle dronk skool toe kom en hul leerders misbruik gebruik. 'n gebrek aan ouerbetrokkenheid is 'n uitdaging wat onderwysers ondervind om leerderdissipline in skole te handhaaf. swak gedissiplineerde leerders is 'n bedreiging vir die vrede en veiligheid van die leerinstellings. drank- en dwelmmisbruik is 'n uitdaging wat veral in die Hardap-hoërskole, veral in die Auob-kring, oorheersend is. Die resultate van hierdie ondersoek het aan die lig gebring dat die uitdaging waarvoor onderwysers in skole te staan kom, is dat leerders alkohol en dwelmmiddels misbruik en dagga op die skoolterrein rook nadat hulle so arrogant geword het dat hulle gewelddadig geraak het. Die studie beveel aan dat minstens twee keer per jaar werkswinkels of indiensopleidings oor die bestuur van leerdergedrag deur die Ministerie van Onderwys, Kuns en Kultuur aangebied word. Onderwysers moet leerders betrek by die opstel van 'n stel skoolreëls.
Educational Management and Leadership
Ph. D. (Education Management)

This introductory chapter provides a brief background on the power of everyday violence in the settler colony of German Southwest Africa (present-day Namibia) at the beginning of the twentieth century. It explores the “unspectacular” violent acts orchestrated by the police force of German Southwest Africa. Instead of being built primarily on formal, legal, and bureaucratic processes, the colonial state was produced by improvised, informal practices of violence. Contrary to most social theories of the state, the chapter argues that the organization of state power was not merely a matter of claiming the monopoly of force and thus proscribing any excessive, disruptive, and nonofficial violence. Rather, it reveals that colonial rule consisted in diffusing and regulating specific types of seemingly self-evident harm throughout society.

The concluding chapter revisits the main hypotheses regarding women’s experiences as aspirants, candidates, and legislators. Complemented by tables summarizing key findings, the chapter identifies where and how the book’s studies of Benin, Burkina Faso, Ghana, Kenya, Malawi, Namibia, Uganda, and Zambia either uphold or contradict hypotheses from the existing literature. Building on this summary, the chapter presents an agenda for future research on women’s political participation in African countries focused on the importance of financial constraints for women’s candidacies, the role of violence in shaping women’s political options, and the impact women in power have on gendered institutions. The book ends on an optimistic note, arguing that despite these barriers, the case studies clearly demonstrate that women are adept at securing a place for themselves, and asserting their voice, in local and national politics.