Abstract
Climate change and youth participation are emerging as important clarion calls today. Indeed, very few individuals will possibly counter a call for the involvement of young people in decisions and actions which (in)directly affect their lives. Presently, some of the greatest social problems faced by young South Africans are COVID-19, employment, and climate change. These challenges require the active participation of young people—locally known as the “born frees”—in the construction and operationalization of interventions, especially in light of the insufficient (sub)national response. That being said, policymakers often adopt top-down over bottom-up approaches, with the young generation often excluded or at best given a tokenistic role in climate decision-making processes. Therefore, this paper suggests some new ways of conceptualizing youth agency and brings to light how the born frees could efficiently take part or have a say in negotiating the path to climate adaptation, resilience, and mitigation. By drawing from the existing literature, the paper concludes that effective engagement with youth is essential in empowering them to key stakeholders or partners in adapting and/or mitigating climate change.
Highlights
In the traditional South African society, young people consciously acquire knowledge and skills through some sort of apprenticeships with their elders who are more experienced in different spheres. ey routinely learn through their social interactions with their peers which enables them to develop social skills and competencies. ese young citizens—which in the local slang are referred to as “born frees”—constitute more than a third of the country’s demography [1]
Related barriers in the educational sector include poor teaching practices, overcrowding, hunger, and unhygienic and poorly ventilated classrooms. Those born since the advent of democracy, may be grouped into three categories, children (
Other determinant factors to public participation may be dominant political, socioeconomic, historical, or cultural factors prevailing in their communities, schools, work environments, or their homes
Summary
In the traditional South African society, young people (un) consciously acquire knowledge and skills through some sort of apprenticeships with their elders who are more experienced in different spheres. ey routinely learn through their social interactions with their peers which enables them to develop social skills and competencies. ese young citizens—which in the local slang are referred to as “born frees”—constitute more than a third of the country’s demography [1]. Related barriers in the educational sector include poor teaching practices, overcrowding, hunger, and unhygienic and poorly ventilated classrooms Born frees, or those born since the advent of democracy, may be grouped into three categories, children (
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