Lightbooks, Gaberone, 2004
This slim volume of just over a 100 pages addresses the fundamental problem of how developing countries can shape and determine their own future. It is interesting not only from that aspect. It would also be interesting for anyone concerned with the social dynamics of southern Africa and socialization, particularly the transmission of values, or with the response of the youth in Botswana to modernization and the inculcation of responsible citizenship. The book's authors, Julia Preece and Dama Mosweunyane, both from the University of Botswana's Department of Adult Education, report on qualitative research they undertook in order to investigate the value systems held by the Botswana youth today and how these have been formed.
In the first chapter, the authors discuss the concepts of citizenship, democracy, civil society, social capital, globalization and its impact, Botswana's Vision 2016 and its youth policies, and point out that children learn about citizenship informally as part of growing up. The authors draw heavily on Delanty's (2000) work on conceptualising citizenship as comprising four components, that is, rights, duties, participation and identity; on it being an important feature of democracy; and on its shift in meaning over time. For the ancient Greeks citizenship was a privilege; for the Romans it was a legal status; nowadays it is frequently seen more as an activity than a status. Delanty's view that different perspectives on citizenship emphasize one or more of its four components is used to argue that Botswana's perspective on citizenship can be seen as communitarian. Communitarian citizenship underlines the components of participation and identity and therefore fits well with traditional African life. The communitarian perspective on citizenship can also be seen as reflected in Botswana's Vision 2016 – Botswana 50 years after independence – which calls on the youth to honour their duties and responsibilities and to maintain traditional values such as botho or humanity.
Chapter 2 provides a thumbnail description of Botswana today as well as background information on the organisations whose members and leaders were used as source material for the study. The authors indicate that Botswana is not as ideal a democracy as often thought: the organization of labour is restricted and the same political party, the Botswana Democratic Party, has been in power since Botswana gained its independence in 1960. They also argue that social capital is not an unmitigated good since it can be associated with the exclusion and marginalisation of less powerful groups and individuals. A cautionary note about the limitations of the research is added before going into the details of the findings. Since most of the respondents in the authors' focus groups were members of organizations, they were by definition active participants in civil society. It is a moot point whether the findings would have been different if a more representative cross-section of the youth had been used.
Active citizenship was mainly seen as actions benefiting others and which evidence botho. The family, living in harmony and spiritual connections were also seen as important. While not overtly questioning the status quo (and thus not demonstrating what Delanty calls discursive democracy), almost all complained about the youth not being consulted by the authorities and not being represented in decision-making structures.
Traditional skills, myths and taboos, and the norms of good behaviour were learned informally when the respondents were children and examined quite critically as they became older. A point of tension was found between the rural where the traditional way of life still prevails and the urban, more westernised, cosmopolitan and individualistic life style. The difference between the two is also reflected in leadership. The rural areas are still ruled by local chiefs whereas the urban areas have elected members of parliament.
Regarding intergenerational changes, the older leaders regretted the loss of communitarianism, the reciprocal obligations and expectations which previously hallmarked Botswana. The youth were more matter of fact about societal changes like HIV/Aids (Botswana has the highest prevalence rate in the world), formal schooling and access to educational opportunities, and the importance of money. They are fully aware that the youth in Botswana is freer today than they would have been in the past.
Has Botswana youth become less responsible? Respondents said they themselves come first but gave many examples of their commitment to and feelings of responsibility for their country, the community, their family and their friends. They expressed frustration, however, at not being viewed as responsible. They also commented that they do not give sufficient support to each other.
The authors contend that the views expressed by their respondents present three challenges to education – developing human capital, developing social capital and developing infrastructure for leadership. Building human capital requires training in skills, critical thinking, and on how to use available resources to maximum effect. Building social capital requires trust and mutual sharing and support. Building leadership would require policies to encourage the youth e.g. a youth ministry and easier access to facilities like libraries.
The authors conclude that participation is a necessary ingredient of citizenship and that active citizenship in Botswana works through discussion and dialogue; it does not cause trouble. Nonetheless, discussion and dialogue do not help the youth cope with HIV/AIDS, the disjunction between tradition and modernity, globalization and the frustration of being powerless and not taken seriously. Stronger civil society and transformative, inspirational leadership would help the youth cope with these challenges. Consequently, the authors recommend education for transformative leadership. Such education would have to address ethics, spirituality, indigenous knowledge and the specifics of the local situation, and promote inspiration and continuous learning. Transformative leadership coupled with training in urban and rural participatory appraisal would provide the youth with powerful skills to help Botswana shape its own future.
Priscilla R. de Gasparis Ph.D
Social Impact Specialist, Development Bank of Southern Africa