Endogenous leadership: Where do you learn about leadership? (Part 2)

The role of family and community

Every child has an experience of leadership, be it good or bad. Leadership qualities such as self-awareness, responsibility, communication, empathy, and resilience developed in the family. Elders model these qualities and children learn from them. These characteristics are not taught as lectures or lessons. It is often in the doing. While not living in a rural area, my grandfather would use storytelling amongst others to impart such knowledge. This knowledge is sometimes referred to as traditional or indigenous knowledge. These characteristics of leadership could form an important part of a curriculum or training programme, sadly, they are taught from a Western lens, thus minimising their significance. This begs the question, why are these knowledge systems neglected or relegated to unimportant?

This question cannot be answered in this piece. Our families and the broader community were part of the first institutions of learning. There is a gap between what we learn at home and what is taught in the formal educational system. Are current leadership programmes acknowledging these culturally rich practices and wisdom that have supported our communities for many generations? Such action could result in Westernised perception of what leadership is. How do we then bridge the gap between endogenous leadership and academic and professional spaces?

1. Develop a curriculum that draws on endogenous knowledge: Acknowledge the abundance of wisdom along with efficient ways to lead derived from our experiences and cultural heritage. As Africans, we need to draw on or lean into the African knowledge systems of leadership. Accepting the validity of unofficial and community-based leadership paradigms is part of this learning.
2. Create room for diverse perspectives: African world views and philosophies such as uBuntu and uKhama could be incorporated into educational programmes (more about this in future posts). Decolonisation of the curricula is a buzzword, now is the time to put this into practice. Guest speakers such as elders, traditional leaders, and custodians from communities could be invited to share their experiences in these learning spaces. Additionally, case studies from the Global South could be suggested or prescribed as compulsory reading material.
3. Mentorship and role models: Mentoring programmes drawing on communal knowledge systems can be revived whereby youth can drawn on and learn from senior adults and community leaders. In this context, intergenerational knowledge is transmitted from older to younger. A simple example from rural communities – mothers teach children basket making, weaving etc.

Leadership studies today need to be decolonised. Institutions of higher learning are encouraged to draw on these rich knowledge systems that reflect our daily experiences. In so doing, learn what is relevant in society while paying tribute to our elders and their leadership.

Having read what is written, what then is the lesson or takeaway? These lessons apply to both formal and informal learning and working spaces. Our approach to leadership studies needs to be inclusive and diverse represent who we are and draw from and promote endogenous leadership.

Additionally, connections can be built between formal educational sectors. This is to include those of our elders. In so doing we created leadership models that incorporate who we are and offer this to the world beyond our borders. Let us establish spaces that promote such leadership styles and students. In so doing, we acknowledge and offer respect to our past, honour the present and look to the future that is continuously resilient.