Rouaan Maarman
Biographic Data
| ID | 4150200 |
|---|---|
| NAME | Rouaan Maarman |
| GIVEN NAMES | Rouaan |
| FAMILY NAME | Maarman |
| SIGNATURE | MAARMAN R |
| AFFILIATIONS | University of the Western Cape |
| ORCID | 0000-0003-0445-0351 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
The Namibian inclusive education policy's response to gender nonconforming learners
The provision of education to children is a human right that most countries including Namibia are trying to achieve. Hence, through educational inclusion, educators strive for removal of barriers within education systems for all children to learn. The purpose of this study was to explore how the Namibian inclusive education (IE) policy responds to gender non‐conforming learners. Drawing upon the Social Identity Perspective (SIP) and interviews wi…
Treatment of Gender-Nonconforming Learners in Namibian Schools
This paper aimed at establishing the treatment of gender-nonconforming learners in Namibian schools. The provision of education in Namibia is based on the principles of non-discrimination and equal access to quality education for all as stipulated in the Namibian constitution. Even though there is growing evidence on the mistreatment of gender-nonconforming learners in schools world wide, there is a paucity of literature on the treatment of gende…
Teacher Reported Poverty Effects on Education Participation in a South African District
This study reports on teachers' perceptions of the effects of poverty on education participation in a district in the Eastern Cape Province in South Africa. Participants were 21 teachers (males = 10; females = 11) from seven schools (primary =5, high schools =1, special school =1). Focus group discussions and key informant interviews were used to collect the data. Teachers were of the view that poverty prevented learners and parents (or guardians…
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Teacher Reported Poverty Effects on Education Participation in a South African District
This study reports on teachers' perceptions of the effects of poverty on education participation in a district in the Eastern Cape Province in South Africa. Participants were 21 teachers (males = 10; females = 11) from seven schools (primary =5, high schools =1, special school =1). Focus group discussions and key informant interviews were used to collect the data. Teachers were of the view that poverty prevented learners and parents (or guardians…
Treatment of Gender-Nonconforming Learners in Namibian Schools
This paper aimed at establishing the treatment of gender-nonconforming learners in Namibian schools. The provision of education in Namibia is based on the principles of non-discrimination and equal access to quality education for all as stipulated in the Namibian constitution. Even though there is growing evidence on the mistreatment of gender-nonconforming learners in schools world wide, there is a paucity of literature on the treatment of gende…
The Namibian inclusive education policy's response to gender nonconforming learners
The provision of education to children is a human right that most countries including Namibia are trying to achieve. Hence, through educational inclusion, educators strive for removal of barriers within education systems for all children to learn. The purpose of this study was to explore how the Namibian inclusive education (IE) policy responds to gender non‐conforming learners. Drawing upon the Social Identity Perspective (SIP) and interviews wi…
Medical education (3 works) · Medicine (3 works) · Pedagogy (3 works) · Political science (3 works) · Psychology (3 works) · Sociology (3 works) · Gender Roles and Identity Studies (2 works) · Poverty, Education, and Child Welfare (2 works) · Transformative learning (2 works) · Cape (1 work)