Integrating Traditional Attire into formal education: The case of OvaHimba in Namibian Primary Schools

Namibia is home to several indigenous communities, including the Ovahimba of the Kunene Region, whose cultural identity is deeply embedded in their traditional attire. This attire serves not only as clothing but also as a living expression of identity, heritage, and knowledge, symbolising age, marital status, and social belonging. However, modernisation, globalisation, and the formal education system have increasingly influenced how Ovahimba culture is perceived and practised. In government schools, learners are required to wear formal uniforms, which has resulted in the gradual exclusion of traditional attire from educational spaces. This exclusion has raised concern among Ovahimba elders, who believe that school rules and Western-oriented teaching practices are eroding indigenous identity and diminishing cultural pride among the youth. This study seeks to explore how Ovahimba traditional attire can be meaningfully integrated into Namibia’s formal education system by examining the influence of school policies, teacher practices, and cultural perceptions on learners’ expression of indigenous identity. Using a qualitative, participatory case study design, the research will gather insights from teachers, learners, and community members in the Kunene Region through interviews, focus groups, and document analysis. Thematic analysis will be employed to identify key patterns and meanings related to cultural inclusion in education. The study aims to contribute to the development of culturally responsive teaching practices and policy recommendations that support the recognition and integration of indigenous culture—specifically traditional attire—within Namibia’s education system. In doing so, it seeks to strengthen cultural identity, promote inclusivity, and bridge the gap between traditional knowledge and formal