6 The Faceless Mobile Youth of Africa Drive Change
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• Individual identity and self-expression amongst the youth of the Northern Areas
is developing at an increasing rate. The flexibility of mobile technology to encourage individual customization also enhances the ability to express identity. Mobile
technology is found to through the use of social media reinforce parts of youth
identity including societal and cultural background.
• Strengthening of interpersonal relationships through the use of instant messaging, WhatsApp and social networking. These technologies address the specific
barriers in the Northern Areas that young people may face to forming and maintaining positive social relationships. Mobile technology has removed these barriers
because they are accessible 24/7, from different physical locations and via different technologies such as mobile phones and tablet PCs. The use of different forms
of online social networking, such as instant messaging, is now established to support networks with peers. In addition, youths who are marginalised and socially
isolated are now using the opportunity to socialise using technology.
• Convergence of online and offline spaces is now on the increase. It is evident
in the observations that young people are increasingly engaging simultaneously
in online and offline social networking. It appears that young people often work
collaboratively in the online space through WhatsApp, for example, creating or
commenting on YouTube videos or other such activities, while physically colocated. They not only consider their online and offline worlds as one but also use
this to create a sense of belonging and connectedness with peers.
• Civic engagement via technology has evolved into an opportunity for the Northern Areas youth to share information and to create issue-oriented groups. Social
networking services are used to find out what other people are doing by connecting
with individuals with similar interests, existing activities or disseminating information about their own projects. At-risk youth are now creating new participatory
communities by and for their peers to allow participation in a virtual environment
rather than facing the day-to-day challenges of the Northern Areas.
6.11 Humanising Pedagogy
For decades, educators and others considered various strategies to close the gap
for at-risk youth. They have sought solutions involving new uses of technology.
In some instances, the results of technology initiatives have been mixed. Often the
introduction of technology has failed to meet the expectations leaving specifically
the educational landscape replete with stories of how at-risk youth were unable
to benefit from particular innovations. In this particular initiative, an approach of
humanising pedagogy was taken. Rather than using technology to drill and kill the
enthusiasm of the youth, technology was used as an interactive instrument. Through
the use of interactive engagement using technology, the notion of vulnerability is
explored and employed as a developmental and human security context that explores
the interdependence between human beings and technology. Ultimately, the aim is
to develop an embedded pedagogy that can enhance educational engagement in a
non-threatening manner using technology.
69
• Individual identity and self-expression amongst the youth of the Northern Areas
is developing at an increasing rate. The flexibility of mobile technology to encourage individual customization also enhances the ability to express identity. Mobile
technology is found to through the use of social media reinforce parts of youth
identity including societal and cultural background.
• Strengthening of interpersonal relationships through the use of instant messaging, WhatsApp and social networking. These technologies address the specific
barriers in the Northern Areas that young people may face to forming and maintaining positive social relationships. Mobile technology has removed these barriers
because they are accessible 24/7, from different physical locations and via different technologies such as mobile phones and tablet PCs. The use of different forms
of online social networking, such as instant messaging, is now established to support networks with peers. In addition, youths who are marginalised and socially
isolated are now using the opportunity to socialise using technology.
• Convergence of online and offline spaces is now on the increase. It is evident
in the observations that young people are increasingly engaging simultaneously
in online and offline social networking. It appears that young people often work
collaboratively in the online space through WhatsApp, for example, creating or
commenting on YouTube videos or other such activities, while physically colocated. They not only consider their online and offline worlds as one but also use
this to create a sense of belonging and connectedness with peers.
• Civic engagement via technology has evolved into an opportunity for the Northern Areas youth to share information and to create issue-oriented groups. Social
networking services are used to find out what other people are doing by connecting
with individuals with similar interests, existing activities or disseminating information about their own projects. At-risk youth are now creating new participatory
communities by and for their peers to allow participation in a virtual environment
rather than facing the day-to-day challenges of the Northern Areas.
6.11 Humanising Pedagogy
For decades, educators and others considered various strategies to close the gap
for at-risk youth. They have sought solutions involving new uses of technology.
In some instances, the results of technology initiatives have been mixed. Often the
introduction of technology has failed to meet the expectations leaving specifically
the educational landscape replete with stories of how at-risk youth were unable
to benefit from particular innovations. In this particular initiative, an approach of
humanising pedagogy was taken. Rather than using technology to drill and kill the
enthusiasm of the youth, technology was used as an interactive instrument. Through
the use of interactive engagement using technology, the notion of vulnerability is
explored and employed as a developmental and human security context that explores
the interdependence between human beings and technology. Ultimately, the aim is
to develop an embedded pedagogy that can enhance educational engagement in a
non-threatening manner using technology.