Rethinking Youth Resilience in Africa: The Untapped Role of Intergenerational Care and Indigenous Support Systems in Community Health

Authors

  • Prof. Velisiwe Gasa University of South Africa (Unisa) Muckleneuk Campus, Department of Educational Foundations, Preller Street, PO Box 392, UNISA, South Africa, 0003 Muckleneuk, Pretoria. image/svg+xml https://orcid.org/0000-0002-3402-4268
  • Dr. Moses Mhide Kpum University of South Africa (Unisa) Muckleneuk Campus, Department of Educational Foundations, Preller Street, PO Box 392, UNISA, South Africa, 0003 Muckleneuk, Pretoria. image/svg+xml https://orcid.org/0009-0006-3843-3532

DOI:

https://doi.org/10.35898/ghmj-911271

Keywords:

Youth resilience, Indigenous knowledge systems, Community health, African epistemologies, Decolonial theory

Abstract

Background: Global health narratives on youth resilience predominantly reflect Western-centric models emphasizing individual agency and nuclear family structures, marginalizing the intergenerational care networks and indigenous knowledge systems central to African societies.

Objective: This conceptual paper critically examines the limitations of Western resilience frameworks in African contexts and proposes a reconceptualization grounding youth resilience in indigenous epistemologies, particularly Ubuntu philosophy and intergenerational care practices.

Methods: Drawing on decolonial theory, African-centered psychology, and community resilience literature, we synthesize evidence from ethnographic studies, program evaluations, and regional health data across sub-Saharan Africa to demonstrate the efficacy of culturally grounded approaches.

Results: Indigenous support systems, including grandparent-headed households, traditional healing practices, and community-based care networks, constitute tested resilience mechanisms that have sustained African youth through adversity yet remain systematically undervalued. Successful integration models from South Africa, Senegal, and Uganda demonstrate superior outcomes when indigenous wisdom informs youth development programming.

Conclusion: Repositioning intergenerational care and indigenous knowledge from peripheral supplements to foundational pillars requires substantial policy reform, culturally appropriate research methodologies, and deliberate decolonization of health and social service systems across Africa.

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Author Biographies

  • Prof. Velisiwe Gasa, University of South Africa (Unisa) Muckleneuk Campus, Department of Educational Foundations, Preller Street, PO Box 392, UNISA, South Africa, 0003 Muckleneuk, Pretoria.

    Velisiwe Gasa is a Professor in the Department of Educational Foundations at the College of Education, University of South Africa (UNISA). She is the former Head of Graduate Studies and Research (2016-2023). She is an Editor-in-Chief for Africa Education Review (AER) and Chairperson of Teacher Education and Interdisciplinary Research (TEIR) Conference. She is C2 rated by National Research Foundation (NRF). Her lines of research inquiry focus on issues of social justice and equity in education for the most vulnerable and marginalized, and the inclusion of students with diverse and special educational needs.

  • Dr. Moses Mhide Kpum, University of South Africa (Unisa) Muckleneuk Campus, Department of Educational Foundations, Preller Street, PO Box 392, UNISA, South Africa, 0003 Muckleneuk, Pretoria.

    Moses Mhide Kpum is a Postdoctoral Research Fellow at the University of South Africa. He has served in various academic and research capacities, including Research Assistant, Facilitator, and Lecturer. He is a published scholar in educational assessment, psychometrics, and physics education. Kpum has co-authored journal articles and a research-based book, and he has presented papers at national and international conferences. His research interests include measurement and evaluation, psychometric analysis, assessment quality, gender disparities in STEM education, and educational policy reform. He is a reviewer for Africa Education Review and a member of the Association of Educational Researchers and Evaluators of Nigeria (ASSEREN) and the Educational Assessment and Research Network in Africa (EARNiA). Kpum brings expertise in SPSS, JASP, Bilog MG, and other statistical tools to his research practice. He is committed to advancing rigorous assessment practices in African education systems.

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Published

2026-02-13

How to Cite

Gasa, V., & Kpum, M. M. (2026). Rethinking Youth Resilience in Africa: The Untapped Role of Intergenerational Care and Indigenous Support Systems in Community Health. GHMJ (Global Health Management Journal), 9(1), 38–48. https://doi.org/10.35898/ghmj-911271

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