Promoting Civic Outcomes for Chadian Youth

HEHD 806

Terricka AlexanderSaMaria AshfordTanisha English

Kawana Woodson

Landlocked, Central Africa

Culturally & Geographically Diverse

Civil War since independence in 1960

Underdeveloped Infrastructure

Constant Political Upheaval

Historical Violent Exchange of Power

Current Situation

The development and implementation of a curriculum to educate Chadian youth about local and political processes andto engage their participation in the upcoming election

Chadian Youth in Context

• POWER-SHARING– Zimbabwe

• 3 main parties, lack of true partnership, no inclusive government, lack of trust

– Kenya• 2 new committees, reparations, positive conflict resolution

• DECENTRALIZATION– Indonesia

• local districts vs. provincial, People’s Representative Council, continuing national and local discussions on goals and processes

• PEACE AGREEMENTS– Ghana

• Ethinic war, issues of citizenship and nationhood• RESTORATION

– Nigeria• Civil liberties regained, political parties legalized, national elections in

place

Target Population:• Age: 16-24 • Capital city of N’Djamena, Northern Chad, & areas of no

coverage by NGOs working on civic education

Methodology:• Phase 1: Coordination of Curriculum (Washington, DC) Fact finding and consensus building

• Phase 2: Development of Curriculum (N’Djamena, Chad) Fact finding, consensus building, & curriculum development

• Phase 3: Implementation and assessment of Curriculum (N’Djamena, Chad) Implementation, project review and assessment

Phase

By educating the youth in Chad about

their history in addition to aiming

to advance education for democratic citizenship

participants will be positively impacted

in the areas of political knowledge,

attitudes, values and participation in upcoming elections.

By educating the youth in Chad about

their history in addition to aiming

to advance education for democratic citizenship

participants will be positively impacted

in the areas of political knowledge,

attitudes, values and participation in upcoming elections.

Project will: create pedagogical tools adapted to the Chadian context. produce a timeline & develop benchmarks

Youth will: gain knowledge of politics, democracy and civil society. gain knowledge of social issues. develop the belief that they can make a difference in their

homeland. participate in project review and assessment. begin to actively engage in politics and community affairs

Chadians will: possess increased capacity to monitor election activities. possess increased awareness and use of fraud prevention

safeguards.

www.caringforkaela.org http://en.wikipedia.org/wiki/Civic_engagement http://en.wikipedia.org/wiki/Chad www.facingourhistory.org International Crisis Group. (2008, September 24). Chad: A New Conflict Resolution

Framework. Retrieved December 4, 2008, from http://www.crisisgroup.org/home/index.cfm?id=5694&l=1

http://www.nytimes.com/ref/college/collegespecial2/coll_aascu_defi.html http://www.nytimes.com/ref/college/collegespecial2/coll_aascu_civicresources.html• http://www.apa.org/ed/slce/civicengagement.html• http://www.mc.maricopa.edu/other/engagement/Journal/• http://en.wikipedia.org/wiki/Civic_engagement• http://www.securitycouncilreport.org/site/c.glKWLeMTIsG/b.2873273/• http://caringforkaela.org/files/file/08_09_24%20SC%20RES%201834.pdf• Finkel, S. (2002). Civic education and the mobilization of political Participation in

developing democracies. The Journal of Politics, 64(4), 994-1020. Gable, E. (2000). The culture development club: Youth, neo-tradition, and the

construction of society in guinea-bissau. Anthropology Quarterly, 73(4, Youth and the Social Imagination in Africa, Part 2), 195-203