This paper is based on a study that followed and documented the learning experiences of San children who have been mainstreamed into the formal education system. The mainstreaming of San Children in the formal education system is part of the San Development Programme headed by the Namibian Deputy Prime Minister's Office. The paper presents the analysis of the 2013–2014 interviews conducted among San boys and girls attending a certain Combined School in the Kavango Region, their teachers as well as hostel employees and care takers. The data indicates that San children enrolled at thisschool face challenges in communication, difficulties in comprehending learning instructions and fitting in, which includes food choices and language of socialisation with other children. The study also found that San children felt that they were not treated well by teachers and care takers, but that, to some extent, they got along very well with fellow learners. Recommendations are made to develop a more inclusive, responsive and sustainable strategiesfor mainstreaming, to ensure successful learning for San childrenat primary education level. It is recommended that such strategies should include policy development which considers linguistic, cultural and the indigenous ways of learning of San communities and other minority groups.
Opportunities, crises, barriers, marginalised children, minority groups, rights to education, inclusive education, zones of exclusion
