This reflective report is based on the parallel session titled “The Future of Youth Activism in Singapore,” which was held at the IPS Conference on Civil Society 2013, 11 November, Grand Copthorne Waterfront Hotel.

Speaker
Mr Tong Yee
Co-Founder and Director
The Thought Collective

Chairperson
Ms Bernice Ang
Co-Founder and Executive Director
Syinc

This session discussed what drives youth activism currently and how to promote it among Singaporeans.  A summary and reflections by the rapporteur follow:

Speaker’s Presentation

Mr Tong began by highlighting three characteristics of youth activism in Singapore today:

Activism is ‘entertainment’

Mr Tong noted that youths generally join causes today because they find them inspiring and exciting.  To keep them critically engaged, it is important to note that broad narratives around causes hold appeal. He explained that in applying the idea of “entertainment” to youth activism he was merely trying to emphasise the enjoyment that youth activists sought in the work and it did not mean that they treat the work or the issues attending, frivolously.

Confusion from a conflict of goals and values

Debilitating confusion arises when various civic goals clash.  Mr Tong shared how students were exposed to different sides of the issue concerning Bukit Brown cemetery – from both the conservationist’s and Land Transport Authority’s point of view – and found themselves passionately connected to the issue, but torn between the viewpoints as both seemed reasonable.  When youths are confronted by perceived contradictions in goals, they pull back, resulting in a façade of apathy.

Youths often bring themselves into, or are mentored into positionality 

Many youth activists are mentored by people who believe in a cause; such mentors not only foster the growth of knowledge but also of mindsets. Mr Tong stressed the importance of focusing on the mindset and personal growth when mobilising youths.

Since the 1950s, the education system in Singapore has emphasised skills-based learning, teaching basic survival skills and economic skills. However, in an informal straw poll of the audience, it was almost unanimous that the development of identity and the values of a person are more important than skills in developing youth activism. The fast-changing work and economy can render skills obsolete, but a system of identity-based learning – focused on moral identity, social identity and national identity – provide meaning and passion for youths, along with the energy to tackle any sort of issues including bread and butter issues head on.  Their activism must stem from who they are and taking responsibility for matters beyond their individual person or family.

Question and Answer Session

When asked about how best to develop the qualities that youth activists require, Mr Tong shared a personal experience: he had undertaken a research project in 2009 to help a student better understand the conservation of green spaces in Singapore. As a result of this initial interest, he took up a three-year course about nature in Singapore. This process forced him to take responsibility for his own learning, and eventually cultivated a better understanding and awareness of his own attitudes and prejudices.

Mr Tong was asked if the Singapore education system that espouses meritocracy is compatible with a values-based orientation.  Mr Tong explained that meritocracy is a value choice, and raised the example of the current Minister of Education calling all schools ‘good’, which he identified with. Educational systems can create two very different outcomes: stratify or equalise opportunities. While the two may appear contradictory, it may be possible for them to co-exist – continually holding the paradox together would allow for a change in the culture of thinking that currently permeates education and turn the traditional narrative of ‘trade-offs’ into that of value choices.

Following up on this answer, a participant asked if the economic reality would supersede being a ‘good person’ in Singapore, even if education and family provided them the necessary tools to do so.  Mr Tong agreed that currently, people are absolutely conscious of their economic identity, which is a substantial barrier to activism as all experiences are coloured by that lens. Here, he raised the point that activism may focus too much on the cause and not enough on the advocate – a common criticism of Community Involvement Programs (CIP) for local students. Instead, the focus should be on whether advocates experienced personal growth and changed as people, again linking back to the issue of values and identity.

Many civic organisations are excellent platforms to imbibe values. Although civil society has not traditionally been a part of schools and the education system, he expressed hope greater synergy could be found between them.

Rounding out the session, a participant then asked if activists could teach passion and devotion to students. Mr Tong replied that such passion was stumbled upon rather than taught; moreover, systemising such serendipity would be extremely difficult. However, the system could aim to give students more exposure and thus, increase the opportunity for advocacy and activism.

Reflections

As a ‘successful’ product of the Singaporean education system, I find it easy to identify with the issues that Mr Tong raised in his session. The ability to hold paradoxical ideas is difficult to cultivate, even more so in a system like ours which is interested in the outcomes and output of an individual rather than the process and the reasons behind why something is done. Civics and moral education lessons in school tended to be didactic and one-dimensional, but it would be good if they can be open-ended, character-based learning. I think we are slowly making progress in that direction, but change is difficult. Patience and perseverance to press on will be key attributes if we are to ensure changes in the system and the character and identity growth for our youths in the years ahead.

Action Points

•    The current education system emphasises skill-based learning; activism requires open-ended identity-based learning, which fosters passion.  It would be good to find ways in which to foster greater synergy between the formal education system and civil society.

•    Focus more in developing the cultural, social and moral identity of youth and just skilling for a vibrant youth sector.

•    Provide greater opportunities for experiential learning than classroom learning in order to develop youth activism and youths’ concern for social issues.

 

Tay Ek Kiat is a Research Assistant with the Institute of Policy Studies.

Please do continue to keep an eye out for more reports on the Civil Society Conference, including:
•    Contemplations on Civil Society circa 2013 by Gillian Koh

•    What should the Future Legislative Landscape Relating to Civil Society in Singapore Look Like? by Valerie Koh