Language: A key to true empowerment
METUSALEM NEIB WRITES:
The Democracy Trust of Namibia (DTN) amongst others researches democratic terminology in languages as a key driver of influence.
Namibian pupils are amongst the best in the Africa when it comes to knowledge of democracy and society. But acting in a democratic way is another story.
Hearing that Namibian children and the youth have good knowledge of what democracy entails is both gratifying and crucial. Nevertheless, children, the youth, young adults and civil society need tools and plenty of practice in order to actively be able to participate and become informed democratic citizens.
In Namibian schools, democracy is not taught and is also not included in school curricula from grade 1 to grade 12 as a hypothesis for discussion. Universities do offer political sciences as subjects.
We frequently teach and study democratic issues, but spend little time practicing language of change. Non-governmental organizations (NGOs) has lost economic power (funding) to reach people in rural, urban and civil societies. Schools need to be more aware of what writing and debating can achieve on socio-political issues. Students have to learn to argue their case and express their views. By working hand in hand with language to strengthen the individual's abilities, school education can improve the preparedness of young people to participate in democratic process, while respecting different points of view from their own.
Being able to argue, debate and adapt your language to the receiver, through listening, juggling your thoughts and seeing things from other perspectives are crucial abilities.
Namibia has a text-based society in which much of our information and communication is conveyed through the written word. In any text (also verbal, oral and visual) there is always a sender and a purpose behind the text. It is important to take a critical approach to the content and be comfortable with it. This work should start early, preferably already in preschool. When browsing through a book together teachers can help children to explore their own thoughts about their surroundings, things that seem unfair for instance and provide tools how to act and address such issues.
The Democracy Trust of Namibia (DTN) amongst others researches democratic terminology in languages as a key driver of influence.
Namibian pupils are amongst the best in the Africa when it comes to knowledge of democracy and society. But acting in a democratic way is another story.
Hearing that Namibian children and the youth have good knowledge of what democracy entails is both gratifying and crucial. Nevertheless, children, the youth, young adults and civil society need tools and plenty of practice in order to actively be able to participate and become informed democratic citizens.
In Namibian schools, democracy is not taught and is also not included in school curricula from grade 1 to grade 12 as a hypothesis for discussion. Universities do offer political sciences as subjects.
We frequently teach and study democratic issues, but spend little time practicing language of change. Non-governmental organizations (NGOs) has lost economic power (funding) to reach people in rural, urban and civil societies. Schools need to be more aware of what writing and debating can achieve on socio-political issues. Students have to learn to argue their case and express their views. By working hand in hand with language to strengthen the individual's abilities, school education can improve the preparedness of young people to participate in democratic process, while respecting different points of view from their own.
Being able to argue, debate and adapt your language to the receiver, through listening, juggling your thoughts and seeing things from other perspectives are crucial abilities.
Namibia has a text-based society in which much of our information and communication is conveyed through the written word. In any text (also verbal, oral and visual) there is always a sender and a purpose behind the text. It is important to take a critical approach to the content and be comfortable with it. This work should start early, preferably already in preschool. When browsing through a book together teachers can help children to explore their own thoughts about their surroundings, things that seem unfair for instance and provide tools how to act and address such issues.
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