Namibia has adopted an inclusive education policy with emphasis on cultural and linguistic diversity. The policy encourages educators to adapt the curriculum and include content that reflects the cultural background of their learners. Despite these positive provisions, severely marginalized groups, such as the Omaheke Ju|’hoansi, continue to underperform and drop out of school at greater rates than learners from other groups. This article is based on ethnographic work in eight primary schools in east central Namibia and explores how educators understand and treat Ju|’hoan culture in schools. Analysis of the data points to preoccupation with superficial cultural differences that further marginalize Ju|’hoan learners. The study discusses the challenges of multicultural education for severely marginalized groups and questions its applicability in a highly segregated society.

中文翻译：

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延续“野生布须曼人”的神话：纳米比亚 Omaheke Ju|'hoansi 的包容性多元文化教育

纳米比亚采取了强调文化和语言多样性的包容性教育政策。该政策鼓励教育工作者调整课程并纳入反映学习者文化背景的内容。尽管有这些积极的规定，严重边缘化的群体，如 Omaheke Ju|'hoansi，继续表现不佳，辍学率高于其他群体的学习者。本文以纳米比亚中东部八所小学的民族志工作为基础，探讨教育工作者如何理解和对待学校中的菊环文化。数据分析表明，对表面文化差异的关注进一步使 Ju|'hoan 学习者边缘化。