Ethnic context, education policy, and language assimilation of indigenous peoples in Taiwan

The national Truth and Reconciliation Commission of Canada has challenged governments and school boards across Canada to acknowledge and address the damaging legacies of residential schooling while ensuring that all students gain an adequate understanding of relations between Indigenous Peoples and non-Indigenous peoples. This article explores the dynamics and prospects for effective change associated with reforms in elementary and secondary education systems since the release of the Commission’s Calls to Action, focusing on the policy frameworks employed by provincial and territorial governments to guide these actions. The analysis examines critically the overt and hidden messages conveyed through discourses within policy documents and statements. The key questions we address include: What do current education policy frameworks and actions regarding Indigenous Peoples reveal about government approaches to education and settler–Indigenous relationships in Canada? To what extent is effective reconciliation possible, and how can it be accomplished in the context of institutional structures and discourses within a White settler colonial society? The findings reveal that substantial movement towards greater acknowledgement of Indigenous knowledge systems and incorporation of Indigenous content continues to be subordinated to or embedded within Western assumptions, norms, and standards.

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Addressing the Rights of Indigenous Peoples in Education: A Critical Analysis of Indigenous Education Policy

10.5204/thesis.eprints.118573 ◽

2018 ◽

Author(s):

Melitta D Hogarth

Keyword(s):

Education Policy ◽

Indigenous Peoples ◽

Critical Analysis ◽

Indigenous Education

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Discourse Of Indigenous Education Policy: The Malaysian Case

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol3.iss10.453 ◽

2015 ◽

Vol 3 (10) ◽

pp. 126-140

Author(s):

Mohd Roslan Rosnon ◽

Sara Chinnasamy

Keyword(s):

Education Policy ◽

Inclusive Education ◽

Indigenous Peoples ◽

Teaching And Learning ◽

Indigenous Education ◽

Educational Systems ◽

Education Development ◽

Orang Asli ◽

The Right ◽

Analytical Approaches

United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) was created to give Indigenous peoples the right to determine their own educational system. In article 14 it is stated that, Indigenous peoples have the right to establish and control their educational systems and institutions, providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning. Since the 56 years of independence, Orang Asli has never been neglected or excluded from the governments planning in ensuring their education development. Following Foucault analytical model, this paper discusses how knowledge that constitutes power highlights the way the governing systems work in Indigenous education policy. Furthermore, this paper also deliberates on participation by the Orang Asli and the power held by them to influence the creation of education policy through three main ideas; governmentality, power/knowledge and discourses which are analytical approaches by Foucault. Based on this discussion, we can get a clear picture and better understanding the possibility of improvements in Indigenous people educational opportunities and the possibility of a more all-inclusive education development policy.

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Volver a tu tierra: dispositivo pedagógico intra y entrecultural en la formación docente inicial en Oaxaca, México

REVISTA CONTROVERSIA ◽

10.54118/controver.vi209.1096 ◽

2017 ◽

pp. 93-109

Author(s):

Isaac Angeles Contreras

Keyword(s):

Education Policy ◽

Cultural Diversity ◽

Indigenous Peoples ◽

Sense Of Belonging ◽

Cultural Space ◽

Teachers Training ◽

Formación Docente

La formación docente inicial es un espacio de configuración de sujetos pedagógicos, cuya tarea será participar en el proceso de configuración de los sujetos de la sociedad del futuro; ante ese escenario y considerando al docente como sujeto productor de imaginarios y realidades sociales, se requiere de dispositivos y procesos pedagógicos y didácticos que problematicen su trayecto configurativo desde una lógica intra-entrecultural, que a la postre le permita repensarse como sujeto cultural situado/a en espacio-tiempo. Es ahí donde el dispositivo pedagógico-didáctico denominado “Volver a tu tierra”, representa un reto y una oportunidad para los docentes formadores y docentes en formación, para afianzar su sentido de pertenencia geobiocultural, que valore sus prácticas sociales, así como el fortalecimiento de su identidad profesional: esta propuesta no está ajena a las críticas, conflictos y desafíos; sin embargo, representa una opción formativa que permite desplegar las potencias humanas de quienes pretenden detonar procesos de humanización en este jardín de la diversidad geobiocultural.Palabras clave: dispositivo pedagógico, intracultural, entrecultural, educación, educación comunal y diversidad cultural. ABSTRACTGoing back to your land, intra-amidstcultural pedagogical device in the initial education of teachers in Oaxaca, MexicoThe pedagogical device (mechanism) “Volver a tu tierra” (Coming back to your homeland) is a didactic-pedagogical proposal for the Initial Teachers Training, based upon an intra-entrecultural perspective in order to promote a contextual education in a multi-cultural entity with communal and communitarian life practices in the presence of a homogenization education policy and cultural hegemonization; teachers, as pedagogical and cultural beings, are responsible for generating cultural re-significance, re-assesment and re-acknowledgement processes in order to generate pedagogical and didactic processes which revitalize them, in a such way that they can reinforce the sense of belonging of the students, starting from their matrio and nosotrico context as a bio-cultural space and from other cultural matrix; on the basis of the COMUNALIDAD approach as a millenary life practice, teachers can change the cultural subordination in which indigenous peoples have been submitted.Keywords: pedagogical device (mechanism), intra-entrecultural, education, communal education, communitarian, cultural diversity.

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