scholarly journals Subalternização e resistência indígena: Cenários a partir do contexto do estado de Rondônia

2020 ◽  
Vol 28 ◽  
pp. 168
Author(s):  
Rozane Alonso Alves ◽  
Maria Isabel Alonso Alves ◽  
Jonatha Daniel Dos Santos
Keyword(s):  
School Performance ◽  
Indigenous Peoples ◽  
Indigenous Communities ◽  
The State ◽  
Pedagogical Practices ◽  
Central Idea ◽  
Indigenous Resistance ◽  
Organic Structure ◽  
Indigenous Pedagogy ◽  
Ways Of Being

The central idea of this article is to problematize and present some scenarios of subalternization and indigenous resistance, specifically, in the State of Rondônia. We started from research developed in the context of Rondônia (Alves, 2017, 2018; Alves Santos, 2017; Scaramuzza, 2015, Santos, 2020, among others) to expose the strategies used by the indigenous peoples of Rondônia as a struggle and resistance of the indigenous communities, becoming protagonists in spaces of formation and school performance. Linked to protagonism, the indigenous school as an intercultural space, promotes pedagogical practices based on the curriculum that is not only effective due to the disciplinary contents, but also as a cosmological process that occurs through Indigenous Pedagogy produced not only by its teachers, but throughout organic structure of the community. Thus, we understand that the indigenous school as a space of resistance and indigenous struggle is constituted and presented as intercultural and produces ways of being specific to indigenous peoples.

New Help or New Hegemony? The Transnational Indigenous Peoples' Movement and ‘Being Indian’ in El Salvador

2002 ◽  
Vol 34 (3) ◽  
pp. 525-554 ◽  
Author(s):  
VIRGINIA Q. TILLEY
Keyword(s):  
European Union ◽  
El Salvador ◽  
Indigenous Peoples ◽  
Indigenous Communities ◽  
Political Authority ◽  
The State ◽  
The Political ◽  
The European Union ◽  
Indigenous Activism ◽  
Political Leverage

The transnational indigenous peoples' movement (TIPM) can convey important political leverage to local indigenous movements. Yet this study exposes a more problematic impact: the political authority gained by funding organisations who interpolate TIPM norms into new discourses regarding indigeneity, and deploy that discourse in local ethnic contests. In El Salvador the TIPM has encouraged the state to recognise the indigenous communities and has opened a political wedge for indigenous activism. Yet TIPM-inspired programmes by the European Union and UNESCO to support indigenous activism paradoxically weakened the Salvadorean movement by aggravating outside impressions that Salvadorean indigenous communities are ‘not truly Indian’.

From Individual to Collective Consent: The Case of Indigenous Peoples and undrip

2019 ◽  
Vol 27 (2) ◽  
pp. 251-269
Author(s):  
Richard Healey
Keyword(s):  
Decision Making ◽  
Informed Consent ◽  
Indigenous Peoples ◽  
Indigenous Communities ◽  
The State ◽  
Self Determination ◽  
Sexual Ethics ◽  
The Third ◽  
Collective Decisions

Much of the debate around requirements for the free, prior, and informed consent of indigenous peoples has focused on enabling indigenous communities to participate in various forms of democratic decision-making alongside the state and other actors. Against this backdrop, this article sets out to defend three claims. The first two of these claims are conceptual in nature: (i) Giving (collective) consent and participating in the making of (collective) decisions are distinct activities; (ii) Despite some scepticism, there is a coherent conception of collective consent available to us, continuous with the notion of individual consent familiar from discussions in medical and sexual ethics. The third claim is normative: (iii) Participants in debates about free, prior, and informed consent must keep this distinction in view. That is because a group’s ability to give or withhold consent, and not only participate in making decisions, will play an important role in realising that collectives’ right to self-determination.

scholarly journals Settler Anxiety and State Support for Missionary Schooling in Colonial British Columbia, 1849 –1871

2017 ◽  
Author(s):  
Sean Carleton
Keyword(s):  
British Columbia ◽  
Pacific Northwest ◽  
Indigenous Peoples ◽  
Puget Sound ◽  
The State ◽  
State Support ◽  
Indigenous Resistance ◽  
The Pacific ◽  
Settler Colonization ◽  
Peuples Autochtones

Indigenous peoples and settlers engaged in innumerable conflicts in the colonies of Vancouver Island and British Columbia between 1849 and 1871. The constant threat of violent Indigenous resistance to settler colonization in the Pacific Northwest—both real and imagined—produced feelings of anxiety for settlers, especially state officials, that shaped colonial strategy and statecraft. To buttress colonial security, the nascent state partnered with Christian missionaries in the hope that missionaries could use education to cultivate the goodwill of Indigenous peoples and train them to accept colonization. The state’s support for early missionary schooling in colonial British Columbia is examined in the context of settler anxieties regarding three instances of Indigenous resistance: a Lekwungen convergence at Fort Victoria in 1851, the Puget Sound War of 1855–56, and the 1864 Tsilhqot'in War. In different ways, settler anxiety over these conflicts acted as a catalyst, prodding the state to support missionary schooling as a financially expeditious way of trying to contain Indigenous resistance and safeguard colonial security. RÉSUMÉ Entre 1849 et 1871, les colonies de l’île de Vancouver et de la Colombie-Britannique sont le lieu d’innombrables con its entre les peuples autochtones et les colons. La menace constante — réelle et imaginaire — d’une résistance violente des Autochtones à la colonisation dans le nord-ouest du Pacifique a engendré un sentiment d’anxiété chez les colons, et en particulier chez les fonctionnaires de l’État, ce qui a façonné la stratégie et la gestion coloniale. Afin de renforcer la sécurité coloniale, l’État naissant s’est associé avec les missionnaires chrétiens dans l’espoir qu’ils utilisent l’éducation afin d’assurer la bienveillance des peuples autochtones et de les amener à accepter la colonisation. Cet article examine le soutien apporté par l’État aux premiers efforts d’enseignement missionnaire en Colombie-Britannique coloniale, dans le contexte des inquiétudes des colons par rapport à trois actes de résistance autochtone : un rassemblement Lekwungen au Fort Victoria en 1851, la guerre du Puget Sound de 1855–1856 et la guerre des Tsilhqot'in de 1864. À maints égards, l’inquiétude des colons alimentée par ces conflits a agi comme un catalyseur, poussant l’État à soutenir l’enseignement missionnaire dans l’espoir d’arriver à contenir la résistance autochtone et à assurer la sécurité coloniale à peu de frais. 

scholarly journals KONSISTENSI NEGARA ATAS DOKTRIN WELFARE STATE DALAM PENGELOLAAN SUMBER DAYA HUTAN OLEH MASYARAKAT ADAT

2014 ◽  
Vol 1 (2) ◽  
pp. 22
Author(s):  
Wahyu Nugroho
Keyword(s):  
Sustainable Development ◽  
Forest Management ◽  
Welfare State ◽  
Indigenous Peoples ◽  
Indigenous Communities ◽  
The State ◽  
Court Decision ◽  
State Authority ◽  
Indigenous Forest ◽  
Indigenous Forest Management

AbstrakKonstitusi hijau (green constitution) menempatkan Indonesia sebagai negara yang memiliki konsekuensi yuridis konstitusional di dalam UUD 1945 untuk menerapkan prinsip-prinsip ekokrasi, yakni setiap kebijaksanaan atau pembangunan di bidang perekonomian selalu memerhatikan lingkungan hidup di segala sektor, termasuk kehutanan. Hal ini bertujuan untuk menerapkan pilar-pilar pembangunan berkelanjutan (sustainable development) secara seimbang demi menyejahterakan rakyat. Objek kajian ini adalah putusan MK No. 35/PUU-X/2012 dengan subjek hukumnya masyarakat adat yang telah dilanggar hak konstitusionalnya. Masyarakat hukum adat memiliki kearifan lokal (local wisdom) tersendiri dalam upaya perlindungan dan pengelolaan lingkungan hidup atas sumber daya alam hutan adat, sehingga negara wajib melindungi dan bertindak sebagai fasilitator masyarakat hukum adat untuk mengelola hutan adatnya sendiri. Tujuan dari pengkajian ini adalah untuk menguji dan menganalisis konsistensi kewenangan negara atas doktrin welfare state atau negara kesejahteraan dalam pengelolaan hutan negara dengan kewenangan masyarakat adat dalam pengelolaan hutan adat berdasarkan kajian socio-legal atau hukum dalam fakta sosial atas putusan Mahkamah Konstitusi. Penulis menggunakan metodologi berdasarkan pengkajian putusan Mahkamah Konstitusi, dengan menelaah aspek socio-legal dalam putusan ini. Selain itu, bahan hukum primer dan bahan hukum sekunder sebagai pijakan yuridis normatif dan studi kepustakaan sebagai kerangka teori. Hasil kajian ini terungkap bahwa terdapat hubungan antara hak menguasai negara dengan hutan negara, dan hak menguasai negara terhadap hutan adat. Terhadap hutan negara, negara mempunyai wewenang penuh untuk mengatur dan memutuskan persediaan, peruntukan, pemanfaatan, pengurusan serta hubungan-hubungan hukum yang terjadi di wilayah hutan negara. Adapun hutan adat, wewenang negara dibatasi sejauhmana isi wewenang yang tercakup dalam hutan adat. Hak pengelolaan hutan adat berada pada masyarakat hukum adat, namun jika dalam perkembangannya masyarakat hukum adat yang bersangkutan tidak ada lagi, maka hak pengelolaan hutan adat jatuh kepada Pemerintah. Kesimpulan yang diperoleh adalah hak menguasai negara dimaknai sebagai kewenangan dan kewajiban negara untuk mengelola sumber daya alam hutan dengan tujuan kesejahteraan masyarakat, termasuk masyarakat adat, sehingga negara berfungsi sebagai fasilitator.AbstractGreen constitution placed Indonesia as a country that has a constitutional juridical consequences constitution in 1945 to apply the principles of ecocracy, that is any wisdom or development in the field of economy always looking environment in all sectors, including forestry. It aims to implement the pillars of sustainable development in a balanced manner for the sake of welfare of the people (society). The study object is the Constitution Court decision No. 35/PUU-X/2012 with indigenous people’s subject his constitutional rights. Indigenous and tribal peoples have local wisdoms of its own in the protection and management of natural resources of indigenous forest, so that the state shall protect and act as facilitators of indigenous communities to manage their own indigenous forests. The purpose of this study are to examine and analyze the consistency of state authority over the doctrine of welfare state in the management of state forest with indigenous authorities in the indigenous forest management based on socio-legal study of the Constitutional Court's decision. The author uses a methodology based on assessment of the Constitutional Court decision, by examining the socio-legal aspects of this decision. In addition, primary legal materials and secondary legal materials as a normative foundation and the study of literature as a theoretical framework. The results of this study revealed that is a relationship between the state is the state forest, and the state is customary forests. To the state forest, the state has full authority to organize and decide the inventory, allocation, utilization, management, and legal relations that occur in the forest region of the country. The indigenous forests, state authority is limited extent authorized content covered in indigenous forest. Indigenous forest management rights of indigenous communities, but if the development of indigenous communities in question no longer exists, then the rights of indigenous forest management falls to the Government. The conclusion is the state is interpreted as the authority and duty of the state to manage forest resources with the goal of public welfare, including indigenous peoples, so that the state serves as a facilitator. Unity traditional communities (indigenous peoples) are part of the eco-system of indigenous forest resource contains the values of local wisdom which has the right to manage indigenous forest, without the intervention of the state or private 

Grounding Indigenous Teacher Education Through Red Praxis

2021 ◽  
Author(s):  
Jeremy Garcia ◽  
Valerie Shirley ◽  
Sandy Grande
Keyword(s):  
Indigenous Peoples ◽  
Indigenous Education ◽  
Settler Colonialism ◽  
Indigenous Communities ◽  
Self Determination ◽  
Key Factors ◽  
The Impact ◽  
Ways Of Being ◽  
Theory And Model ◽  
Indigenous Teachers

Red Praxis centers Indigenous sovereignty rooted in epistemological and ontological orientations to place—to land. Applying Red Praxis requires teachers to understand, in greater detail, the ways in which settler and Indigenous ontologies represent not only different but also competing ways of being in the world. Red Praxis asks teachers to reconceptualize an intellectual space that reaffirms, reclaims, and (re)stories our relations to land as a decolonial practice and pedagogy of refusal. Red Praxis calls for Indigenous teachers and community educators to ground teaching in decolonial practices and aims to regenerate a sense of hope in rebuilding Indigenous communities. The exigencies of Red Praxis can be found within Indigenous teachers’ application of critical Indigenous theories and ongoing acknowledgement and protection of our relationship to land—the origin for our claim to exist as Indigenous peoples. In doing so, Red Praxis is about creating curriculum and enacting pedagogy that makes evident and mitigates the impact of settler colonialism on Indigenous communities’ knowledge systems and ways of being. Red Praxis is an extension of Sandy Grande’s theory and model of Red pedagogy. Grande proposed the pedagogical framework of Red pedagogy to rethink the ways in which teaching can confront the challenges Indigenous communities face in the 21st century. Red pedagogy is about critically analyzing the material realities resulting from the settler colonial project and creating decolonial spaces of resistance, hope, self-determination, and transformative possibility in Indigenous education. In addition to addressing structural issues, it is important for Indigenous teachers to address what is taught in schools—the curriculum—as well as how it is taught—pedagogy—as key factors in revitalizing and transforming Indigenous education.

Situation report on indigeneity and education in India: retelling the Sabar story

2020 ◽  
pp. 117718012096873
Author(s):  
Pallawi Sinha
Keyword(s):  
Indigenous Peoples ◽  
Teaching And Learning ◽  
Indigenous Communities ◽  
Tribal Group ◽  
Formal Systems ◽  
Education In India ◽  
The Hill ◽  
Ways Of Being

This situation report centres on the inequalities confronted by Indigenous communities of India before centring on one “particularly-vulnerable tribal group” to show how this influences their participation in, and negotiation of, formal systems of education. Adivasis (literally, First Inhabitants, or Indigenous peoples) constitute over 8.6 million people of India’s population but remain invisibilised from conversations that concern them. The report thus seeks to emphasise the marginalised voice of the Hill Sabar peoples of Jharkhand, India, with a particular focus on their ways of “being,” “knowing” and “doing.” The situation report outlines insights into Sabar communities’ concepts, practices, perspectives and priorities of education underscored by their educational realities, ways of teaching and learning, and everyday accomplishments of Sabar education. Discussions then briefly centre on the significance of acknowledging “difference” in education and research; the ecology of education, engendering “new” ecologies of learning; and how Sabar knowledges may shape postcolonial, posthuman pedagogies.

scholarly journals RELATO DE EXPERIÊNCIA NA COMUNIDADE INDÍGENA DE CATU, CANGUARETAMA/RN: os diferentes grupos humanos que formaram, convivem e conflitam no Brasil

2018 ◽  
Vol 4 (13) ◽  
pp. 252
Author(s):  
Ana Beatriz Câmara Maciel ◽  
Cícera Tamara Graciano Leal da Silva Fernandes ◽  
Antonia Salete da Silva Pereira Pereira
Keyword(s):  
Indigenous Peoples ◽  
Social Groups ◽  
Racial Diversity ◽  
Rio Grande ◽  
Indigenous Communities ◽  
Indigenous Community ◽  
The State ◽  
Whole School ◽  
Teaching History ◽  
Bibliographical Survey

EXPERIENCE REPORT IN THE INDIGENOUS COMMUNITY OF CATU, CANGUARETAMA/RN: the different human groups who formed, live and conflited in BrazilINFORME DE EXPERIENCIA EN COMUNIDAD INDÍGENA DE CATU, CANGUARETAMA/RN: los diferentes grupos humanos que se formaron, viven y se encuentran en conflicto en BrasilO referido trabalho foi direcionado aos estudantes dos 7º Anos A, B e C da Escola Municipal Professora Terezinha Paulino de Lima, localizada no bairro de Nossa Senhora da Apresentação, em Natal/RN, no ano de 2016. Com a premissa de ensinar História e Geografia a partir das discussões sobre os problemas da sociedade atual, procurou-se estimular o debate sobre as diversidades étnico-raciais em defesa de uma educação para a cidadania. Abordou-se sobre as características contemporâneas das comunidades indígenas potiguares e os conflitos atuais relacionados à questão da demarcação de terras, aos estereótipos e aos preconceitos decorrentes de um senso comum sobre a falsa inexistência de índios no estado do Rio Grande do Norte. Procedimentalmente, foram feitas atividades interdisciplinares, dentro da sala de aula formal e fora dela, através de uma sequência didática que, inicialmente, contou com levantamento bibliográfico acerca da temática diversidade étnico-racial em autores clássicos e nos livros didáticos, abordando-se, inclusive, manifestações culturais de grupos sociais afrodescendentes e outros - como meio de ampliação da percepção sobre as diferenças. Em seguida, houve aulas de campo na comunidade indígena de Catu, município de Canguaretama, onde os alunos obtiveram, através de relatos orais, entre outras vivências, informações sobre a história e os dilemas socioambientais dessa comunidade e ao Estuário Potengi, possibilitando análises sobre os impactos da ocupação no território potiguar. Por fim, novamente em sala de aula formal, os alunos sintetizaram suas conclusões e as compartilharam com toda a comunidade escolar, sendo avaliados como tendo alcançado os objetivos propostos para este trabalho adequadamente.Palavras-chave: Povos Índígenas; Povos Formadores do Brasil; Diversidades Étnico-raciais; Comunidade Indígena Catu.ABSTRACTThis report of experience was directed to students of the 7th Years A, B and C of the Municipal School Professor Terezinha Paulino de Lima, located in the neighborhood of Nossa Senhora da Apresentação, in Natal/RN, in the year 2016. With the premise of teaching History and Geography from the discussions about the problems of the current society, we tried to stimulate the debate on ethnic-racial diversities in defense of an education for citizenship. We spoke about the contemporary characteristics of the indigenous communities of Potiguares and the current conflicts related to the land demarcation issue, the stereotypes and the prejudices arising from a common sense about the false inexistence of Indians in the state of Rio Grande do Norte. Interdisciplinary activities were carried out, both within and outside the formal classroom, through a didactic sequence that initially had a bibliographical survey about ethnic-racial diversity in classic authors and in textbooks, including, cultural manifestations of afrodescendent social groups and others - as a means of increasing the perception about the differences. Then, there were field lessons to the indigenous community of Catu, municipality of Canguaretama, where the students obtained, through oral reports, among other experiences, information on the history and socio-environmental dilemmas of this community and the Potengi Estuary, making possible impacts of occupation in the territory of the state. Finally, again in the formal classroom, the students synthesized their conclusions and shared them with the whole school community, being evaluated as having achieved the objectives proposed for this work properly.Keywords: Indigenous Peoples; Formative Peoples of Brazil; Ethnic-racial Diversity; Indigenous Community of Catu.RESUMENEl trabajo fue dirigido a los estudiantes de los 7º A, B y C de la Escuela Municipal Profesora Terezinha Paulino de Lima, ubicada en el barrio de Nuestra Señora de la Presentación, en Natal/RN, en el año 2016. Con la premisa de enseñar Historia y Geografía a partir de las discusiones sobre los problemas de la sociedad actual, se intentó estimular el debate sobre las diversidades étnico-raciales en defensa de una educación para la ciudadanía. Se habló sobre las características contemporáneas de las comunidades indígenas potiguares y los conflictos actuales relacionados con la cuestión de la demarcación de tierras, los estereotipos y los prejuicios derivados de un sentido común sobre la falsa inexistencia de indios en el estado de Rio Grande do Norte. En el aula formal y fuera de ella, se realizaron actividades interdisciplinares, a través de una secuencia didáctica que, inicialmente, contó con levantamiento bibliográfico acerca de la temática diversidad étnico-racial en autores clásicos y en los libros didácticos, abordándose, inclusive, manifestaciones culturales de grupos sociales afrodescendientes y otros - como medio de ampliación de la percepción sobre las diferencias. A continuación, hubo clases de campo a la comunidad indígena de Catu, municipio de Canguaretama, donde los alumnos obtuvieron, a través de relatos orales, entre otras vivencias, informaciones sobre la historia y los dilemas socioambientales de esa comunidad y el Estuario Potengi, posibilitando análisis sobre los. impactos de la ocupación en el territorio potiguar. Por último, nuevamente en el aula formal, los alumnos sintetizaron sus conclusiones y las compartieron con toda la comunidad escolar, siendo evaluados como habiendo alcanzado los objetivos propuestos para este trabajo adecuadamente.Palabras clave: Pueblos Indígenas; Pueblos Originales de Brasil; La Diversidad Étnica y Racial; Comunidad Indígena Catu.

scholarly journals PENGAKUAN HUKUM TERHADAP HAK ULAYAT MASYARAKAT HUKUM ADAT

to-ra ◽  
2016 ◽  
Vol 1 (3) ◽  
pp. 183
Author(s):  
Hidayat Hidayat
Keyword(s):  
Indigenous People ◽  
Indigenous Peoples ◽  
Indigenous Communities ◽  
The State ◽  
Customary Law ◽  
National Scale ◽  
Communal Land ◽  
Customary Rights ◽  
Agrarian Law

Recognition of the existence of customary rights by Article 3 of the Basic Agrarian Law is a natural thing, because along with the customary rights of indigenous communities have existed before the formation of the state of Republic Indonesia. However, many cases of communal land which arise in the regional and national scale, will never obtain settlement completely without any objective criteria necessary as a benchmark determinants of the existence of customary rights and their implementation. Criteria for deciding about the existence of customary rights is composed of three elements, namely the existence of a particular customary law community, the presence of certain customary rights into the environment and the purpose of taking the lives of indigenous people, and the existence of customary law regarding the maintenance of order, control and use lands which apply and be adhered to by the indigenous peoples. Metode of reserach is juridis normative. The results of reaserach shows that there is no regulatory of customary right, and the rule is still from the society. The rule of customary right can be gap to customary rights, in fact lowest.Kata Kunci : Pengakuan hukum, Hak ulayat Masyarakat Hukum Adat

scholarly journals Surveilling Indigenous Communities in a Time of Pandemic

2020 ◽  
Vol 18 (3) ◽  
pp. 422-425
Author(s):  
Simon Lambert ◽  
Robert Henry
Keyword(s):  
Health Outcomes ◽  
Indigenous Peoples ◽  
New Technologies ◽  
Indigenous Health ◽  
Digital Technologies ◽  
Indigenous Communities ◽  
Digital Tools ◽  
Ethical Challenges ◽  
Indigenous Resistance

Ongoing racism continues to violently impact on the cultures, lands, and bodies of Indigenous Peoples. While many health researchers are meeting the ethical challenges in working with Indigenous communities, this commentary draws attention to the often-uncritical adaption or use of digital tools. Many digital technologies, deliberately or accidently, lend themselves to overt or covert surveillance of communities. Indigenous resistance to surveillance must be understood in the context of colonization, and reassurances must be provided if the benefits of new technologies are to be fully realized for better Indigenous health outcomes.

scholarly journals Identification And Analysis Of The Rights Of Indigenous Peoples In The Study Of Constitutional Law

2016 ◽  
Vol 2 (1) ◽  
pp. 001
Author(s):  
I Gede Yusa
Keyword(s):  
Indigenous Peoples ◽  
Indigenous Communities ◽  
The State ◽  
State Laws ◽  
Health And Human Rights ◽  
Customary Rights ◽  
The Subject ◽  
Un General Assembly ◽  
The Republic ◽  
The Given

The Resolution of the UN General Assembly in 2000 has mandated to discuss indigenous issues related to economic and social development, culture, environment, education, health and human rights. In national law, the recognition of the existence of traditional people with customary rights can be found in Article 18 B paragraph (2) and Article 28  paragraph  (3) of  the Constitution of the Republic of Indonesia of 1945. This study discusses the rights that grow and thrive in indigenous communities in Bali which are associated with the life of society and state. Also the responsiveness or recognition of Indonesia to the presence of the state constitution means the rights of indigenous peoples has grown and developed  in Bali and empowerment efforts  need to be done for   the rights of indigenous peoples has grown and developed in Bali to be able to be a force in the life of society and state. Studies on the identification of the rights of the traditional lifestyle that are recognized in the community as well  as prospective empowered in the state of life in Indonesia can be classified as a normative legal research conducted on the relevant legal materials. Legal materials and supporting information that has been gathered up with regard to research on the identification and analysis of the rights of traditional communities in Indonesian Studies State Laws (A Study of Traditional Balinese Community) Firstly the description  and  interpretation  was  carried  out,  or  interpretation of the normative propositions found to be further systematized in accordance with discussion on the subject matter of this study. The results of this analysis are three techniques to evaluate and analyze its content according to the given arguments and conclusions of law to get a top issue in this study. States have  an obligation to give recognition to indigenous peoples based on the constitution. Responsiveness or the constitutional recognition of the existence of  the rights  of indigenous peoples has grown and developed in Bali are envisaged in the constitution, namely Article 18B  paragraph  (2) and  Article 28  paragraph  (3)  of the Constitution of the Republic of Indonesia of 1945. The constitutional mandate must be obeyed by state officials to regulate the recognition and respect for indigenous peoples in some form of legislation. While the empowerment of local people has been recognized by constitution, yet much remain to be done. The rights of indigenous peoples which has grown and developed in Bali should be legally enforced in the life of society and state.

Sign in / Sign up

Export Citation Format

Share Document