This thesis from 1996 deals with the theoretic concept of Contextual Pedagogy and its application in the context of a disempowered and marginalized society, the Ju/hoansi (»Bushmen«) of Nyae Nyae in North Eastern Namibia. Contextual Pedagogy derives from the notion of Contextual Theology and is this initially based on a pedagogical analysis of the Kairos-document, whereby its sociopolitical content and its inherent methodology are being transferred into a context of pedagogy. Referring to theoretical concepts of Critical Theory and Liberation Pedagogy, Conditional Fields are being identified in a first analysis which determine and explain the pedagogy. Referring to theoretical concepts of Critical Theory and Liberation Pedagogy, the pedagogical situation in a colonial context of Apartheid South Africa. During a three-year qualitative field research, central aspects of Contextual Pedagogy are being applied within the framework of the development of a post-colonial and community-based school programme in Nyae Nyae, the Village Schools Project. This school programme comprises a curreculum for a teacher training course as well as a curriculum for Grade 1–3 learners in five selected villages of Nyae Nyae, and is based on the dynamic processes between the communities, the Student Teachers and the author as their Teacher Trainer and Village Schools Co-ordinator. A further theoretical evaluation and reflexion of the field research gives rise to a pedagogical superstructure of Contextual Pedagogy, which also investigates the notions of power, empowerment and over-impowerment withen a context of development word. By doing so, the previous Conditional Fields of pedagogical work within a theoretical framework of Contextual Üedagogy become extended in relevance for a pedagogical context of a post-colonial society with speciel reference to marginalized subjects. In Conclusion, the finalization of the research project and its subsequent handing-over process to the Namibian government analyzes the paralyzing effects of an excessive bureaucracy, and the resurgence of conservative and colonial thought in the young and fragile democracy of Namibia.