Reframing Life Skills: From an Individualistic to a Relational Transformative Approach

Abstract

Abstract This chapter examines how life skills education draws on a dominant individualistic behavioral approach that aims to teach skills to young people so they can overcome various social and economic problems. Life skills are taught to girls so that they can be empowered to overcome health issues, such as HIV/AIDs or early pregnancy. They are also targeted at boys who are deemed ‘at risk’ of engaging in asocial behaviors in efforts to reduce violence and to contribute to the economy. Yet many of these societal problems are linked to changing social, economic and environmental relations. To think differently about how to use life skills to foster a good life that is just, equitable, and sustainable, the chapter offers a transformative framing based in a critical and relational approach. Such an approach requires a reframing of skills to consider the values and perspectives that are often implicitly taught, such as individual responsibility and self-promotion, and to reorient these skills around values that youth desire and need within their challenging contexts. It concludes with a discussion of some common life skills and how they can be reframed to achieve transformation in society so youth can live life well – oriented toward greater justice, equality and peace.

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