Abstract:

In Eswatini, traditional cultural norms continue to influence intergenerational relationships in ways that uphold adult authority and limit children’s agency. This study examines the persistence of adult resistance to children’s participation within educational and community settings, focusing on how cultural remnants embedded in social practices, values, and institutional structures reinforce hierarchical power dynamics. Despite commitments at the national and international levels toward inclusive and participatory education, the cultural expectation of children’s obedience and deference to elders remains a significant barrier to promoting equitable participation.

This qualitative interpretive study involved 8 teachers, 12 children, and 4 community members from both urban and rural settings. Data were collected through semi-structured interviews and focus group discussions aimed at exploring participants’ lived experiences and perspectives regarding authority, respect, and participation in education. Findings indicate that while teachers and community members recognize the importance of children’s voices, traditional beliefs continue to legitimize adult control and silence children’s contributions within classrooms and decision-making processes. Children expressed a desire for recognition and engagement but frequently encountered resistance when their ideas challenged established hierarchies.

The study highlights the critical role of higher education institutions in addressing these cultural and educational tensions. Through curriculum development, teacher training, and community engagement initiatives, universities can foster critical reflection on entrenched cultural assumptions and promote participatory pedagogies. By positioning higher education as a catalyst for change, Eswatini can move toward an educational culture that values intergenerational dialogue, shared authority, and the meaningful inclusion of children in shaping educational practices and societal development.

Keywords:

Child participation, cultural resistance, intergenerational power, higher education, Eswatini.