The state of youth in Langa 30 years into democracy: perspectives of older residents in Langa township

Over the past decade, researchers have increasingly focused on the experiences of the youth in South African townships, highlighting the complex and interconnected challenges they face, such as unemployment, poor-quality education, gangsterism, substance abuse and health issues (Barrar 2010; Charman 2016; Mthembu 2016; Tshishonga 2019; Webb 2021). A study by Erin Barrar (2010) investigated unemployment among township youth aged 16 to 32. The study highlighted that unemployment dampens youths’ optimism but also revealed their shared aspirations for education. Barrar further noted that limited role models and information networks trap many young people in cycles of despair, low self-esteem, mental problems and unmet potential. Andrew Charman’s (2016) study focused on the informal economy, mapping entrepreneurship across nine townships in South Africa. Charman compared South African township youth with immigrant youth entrepreneurs using data from a business census and surveys of over 3 000 micro-enterprises and firms. The findings show that micro-enterprises may be potential employment entry points for township youth, but that challenges persist. For example, immigrant youth often outperform local youth in establishing and growing small businesses due to their stronger social networks, technical skills, knowledge of markets and business acumen. A study by Ntokozo Mthembu (2016) explored the developmental impact of unemployment by showing how it fosters delinquency and idleness among township youth. The findings of the study underscore the psychological toll of unemployment and the urgent need for interventions to address individual and systemic barriers to employment. Ndwakhulu Tshishonga’s (2019) study assessed how and why intergenerational poverty persists among post-apartheid youth. The study contrasted the experiences of the ‘born-free’ generation with those of older generations, emphasising the need for structural reforms to break cycles of marginalisation. In his study, Christopher Webb (2021) emphasised the barriers of place-based stigmatisation, revealing the narratives of how young urban township residents navigate challenging labour markets with limited opportunities. A survey study of 30 unemployed township youth introduced a digital perspective and investigated job-seeking efforts by youth in Mfuleni, Cape Town (Kunene 2019). Despite the internet’s potential, the study concluded that limited resources and digital skills undermine its effectiveness, highlighting a significant digital divide. The quality of education in township schools has received some attention from education specialists. For example, Tracey McKay (2019) reports that South Africa’s education system has shifted from being racially segregated under apartheid to being divided along class lines. In contrast to wealthier families, poor South Africans, predominantly black and living in rural areas, townships or poorer provinces, are confined to under-resourced schools.