Decolonising Indigenous Languages Offering in Part-Time Senior Secondary Teacher Education: A Case of the University of Namibia

Since the advent of Western education in Africa, there has been unchallenged epistemicide, linguicide, and the cult of indigenous language teaching in the African educational systems, and Namibia is no exception. The purpose of this paper was to highlight the contribution that distance teacher training has made to the preservation of indigenous languages. The paper is oriented towards the following objectives: to determine whether the University of Namibia contributes to the pedagogy of indigenous languages in the Namibian senior secondary school curriculum and to assess the effects of the relegation of indigenous languages to the periphery of other languages. In order to collect data, a critical reflection is carried out on the documents related to the enrollment of part-time learning for the indigenous language teachers for senior secondary school in the distance mode and the literature used. The article concluded that there is widespread alienation of African indigenous languages in the teacher education system. Therefore, it is recommended to reclaim indigenous languages from the periphery and move them towards the center in higher education so that these languages are preserved.