scholarly journals Conversations on Indigenous Education, Progress, and Social Justice in Peru (Conversaciones sobre Educación Indígena, Progreso, y Justicia Social en el Perú) (pp. 10-25)

2013 ◽  
Vol 15 (3) ◽  
Author(s):  
Elizabeth Alva Sumida Huaman
Keyword(s):  
Indigenous Peoples ◽  
Indigenous Education ◽  
Indigenous Populations ◽  
Font Size ◽  
Educational Design ◽  
English Only ◽  
Nation States ◽  
Material Gain ◽  
Indigenous Participation ◽  
Globalized World

<div>This article attempts to contribute to our expanding definitions of Indigenous education within a globalized world. Additionally, the article critiques notions of progress modeled by powerful nation-states due to their histories based on the intended consequences of marginalizing Indigenous populations for the purposes of material gain. Last, global discourses on meaningful Indigenous participation in educational design are discussed as they illuminate culturally and politically based movements that defy singular narratives of Indigenous peoples and education. (This article is provided in English only.)</div><div><span style="font-size: 10px;"><p>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~</p><p><span style="font-size: 10px;">Este art&iacute;culo intenta expandir nuestras definiciones de educaci&oacute;n en el contexto de un mundo globalizado. De esta manera, el art&iacute;culo presenta una cr&iacute;tica a las ideas de progreso que han sido impuestas por estados-naciones que concentran el poder. Se argumenta que esta imposici&oacute;n es el resultado de procesos hist&oacute;ricos basados en la marginalizaci&oacute;n de poblaciones Ind&iacute;genas con el prop&oacute;sito de enriquecer materialmente a las sociedades occidentales. La discusi&oacute;n finalmente se enfoca en los discursos globales que enfatizan la relevancia de la participaci&oacute;n Ind&iacute;gena en el dise&ntilde;o de la educaci&oacute;n, y que destacan la contribuci&oacute;n de los movimientos pol&iacute;ticos y culturales al desaf&iacute;o de los discursos esencializados sobre los pueblos Ind&iacute;genas y sus relaciones con el desarrollo de educaci&oacute;n. &nbsp;(Este art&iacute;culo se ofrece solamente en ingl&eacute;s.)</span></p></span></div><div><br /></div><!--EndFragment-->

scholarly journals Commercial tobacco and indigenous peoples: a stock take on Framework Convention on Tobacco Control progress

2018 ◽  
Vol 28 (5) ◽  
pp. 574-581 ◽  
Author(s):  
Raglan Maddox ◽  
Andrew Waa ◽  
Kelley Lee ◽  
Patricia Nez Henderson ◽  
Genevieve Blais ◽  
...  
Keyword(s):  
New Zealand ◽  
Tobacco Control ◽  
Indigenous Peoples ◽  
Tobacco Use ◽  
Data Extraction ◽  
Indigenous Populations ◽  
High Rate ◽  
Search Terms ◽  
Study Selection ◽  
Indigenous Participation

BackgroundThe health status and needs of indigenous populations of Australia, Canada and New Zealand are often compared because of the shared experience of colonisation. One enduring impact has been a disproportionately high rate of commercial tobacco use compared with non-indigenous populations. All three countries have ratified the WHO Framework Convention on Tobacco Control (FCTC), which acknowledges the harm caused to indigenous peoples by tobacco.Aim and objectivesWe evaluated and compared reporting on FCTC progress related to indigenous peoples by Australia, Canada and New Zealand as States Parties. The critiqued data included disparities in smoking prevalence between indigenous and non-indigenous peoples; extent of indigenous participation in tobacco control development, implementation and evaluation; and what indigenous commercial tobacco reduction interventions were delivered and evaluated.Data sourcesWe searched FCTC: (1) Global Progress Reports for information regarding indigenous peoples in Australia, Canada and New Zealand; and (2) country-specific reports from Australia, Canada and New Zealand between 2007 and 2016.Study selectionTwo of the authors independently reviewed the FCTC Global and respective Country Reports, identifying where indigenous search terms appeared.Data extractionAll data associated with the identified search terms were extracted, and content analysis was applied.ResultsIt is difficult to determine if or what progress has been made to reduce commercial tobacco use by the three States Parties as part of their commitments under FCTC reporting systems. There is some evidence that progress is being made towards reducing indigenous commercial tobacco use, including the implementation of indigenous-focused initiatives. However, there are significant gaps and inconsistencies in reporting. Strengthening FCTC reporting instruments to include standardised indigenous-specific data will help to realise the FCTC Guiding Principles by holding States Parties to account and building momentum for reducing the high prevalence of commercial tobacco use among indigenous peoples.

scholarly journals Reconhecer e valorizar os saberes e práticas indígenas

2020 ◽  
Vol 28 ◽  
pp. 70
Author(s):  
Kaizo Iwakami Beltrao ◽  
Juliane Sachser Angnes
Keyword(s):  
Latin America ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Learning Processes ◽  
School Education ◽  
Indigenous Populations ◽  
New Paradigm ◽  
Value System ◽  
Educational Processes ◽  
Historical Trajectory

This dossier presents results of studies that glimpse the experiences of indigenous peoples in the task of satisfying their specific needs in indigenous school education and indigenous education, incorporating from that, their history, beliefs, value system and organizational culture. The socio-historical trajectory for indigenous peoples to achieve their pedagogical autonomy involves the appropriation of educational processes that are linked to both indigenous school education and indigenous education (own learning processes). For indigenous peoples, this path might seem simple, at first, due to the new paradigm of indigenous school education that privileges cultural diversity. However as the indigenous people advance towards the achievement of their own conquest projects, they come across several bureaucratic and difficult issues. In this sense, the guidelines presented here do not reflect all the complexity of the scenarios in which the indigenous populations of Brazil and Latin America find themselves, nor the multiple facets that they can assume. However we hope that the studies socialized here can help and expand the reflections, in addition to serving as an invitation for more and more indigenous populations to have visibility in academic scientific circles.

scholarly journals Educação e povos indígenas: Alguns dados do Censo Escolar (Indígena) no Brasil

2020 ◽  
Vol 28 ◽  
pp. 151
Author(s):  
Kaizô Iwakami Beltrão ◽  
Juliane Sachser Angnes
Keyword(s):  
Latin America ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Learning Processes ◽  
School Education ◽  
Indigenous Populations ◽  
New Paradigm ◽  
Value System ◽  
Educational Processes ◽  
Historical Trajectory

This second dossier, as well as the first organized by us - Kaizô and Juliane – in May of 2020 presents results of studies that glimpse the experiences of indigenous peoples in the task of satisfying their specific needs in indigenous school education and indigenous education, incorporating from that, their history, beliefs, value system and organizational culture. The socio-historical trajectory for indigenous peoples to achieve their pedagogical autonomy involves the appropriation of educational processes that are linked to both indigenous school education and indigenous education (own learning processes). For indigenous peoples, this path might seem simple, at first, due to the new paradigm of indigenous school education that privileges cultural diversity. However as the indigenous people advance towards the achievement of their own conquest projects, they come across several bureaucratic and difficult issues. In this sense, the guidelines presented here do not reflect all the complexity of the scenarios in which the indigenous populations of Brazil and Latin America find themselves, nor the multiple facets that they can assume. However we hope that the studies socialized here can help and expand the reflections, in addition to serving as an invitation for more and more indigenous populations to have visibility in academic scientific circles.

scholarly journals Intervening in Indigenous Gambling: A Systematic Review of the Literature

SAGE Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. 215824402094744
Author(s):  
Mary Whiteside ◽  
Marion Heyeres ◽  
Kathleen Maltzahn ◽  
Tiffany Griffin ◽  
Sarah MacLean
Keyword(s):  
Systematic Review ◽  
Indigenous Peoples ◽  
Outcome Data ◽  
Indigenous Populations ◽  
Culturally Appropriate ◽  
Review Of The Literature ◽  
Insufficient Evidence ◽  
Gambling Harm ◽  
English Only ◽  
Culturally Appropriate Services

Internationally, Indigenous people have higher rates of problem gambling than other population groups, yet the uptake of gambling help services is thought to be low. This may be due to the lack of culturally appropriate services and staff. This study aimed to systematically search and review the literature relating to interventions designed for Indigenous populations that seek to prevent or address gambling harm, to support the design of new programs. Peer-reviewed articles and gray literature that described programs of this nature and/or which reported outcomes for Indigenous participants were included in the review. Included studies were published between January 2000 and May 2019 and available in English. Only four articles were identified for inclusion: two described programs in Australia and two in New Zealand. Only one article provided outcome data, which was inconclusive, and one described three separate interventions. Three of the four described involved community-led approaches informed by cultural and emancipatory principles. There is currently insufficient evidence to guide interventions aiming to prevent and address gambling harm for Indigenous peoples. This review identified an urgent need for new intervention research in this area.

The Draft UN Declaration on the Rights of Indigenous Peoples: What is it? What Does it Mean?

1995 ◽  
Vol 13 (2) ◽  
pp. 123-138 ◽  
Author(s):  
Robert T. Coulter
Keyword(s):  
Human Rights ◽  
International Law ◽  
Indigenous Peoples ◽  
Working Group ◽  
Indigenous Communities ◽  
Indigenous Populations ◽  
Indigenous Participation ◽  
Human Rights Standards

The draft UN Declaration on the Rights of Indigenous Peoples, now before the UN Commission on Human Rights, is a far-reaching and innovative document that has resulted from more than 10 years of debate, lobbying and drafting by indigenous representatives, human rights experts and members of the UN Sub-Commission's Working Group on Indigenous Populations. The level and nature of indigenous participation in this elaboration of human rights standards has been unprecedented. The draft Declaration sets forth basic human rights that flow from long-established principles of international law and widely accepted concepts of human rights. The detailed provisions of the draft Declaration would reach out to protect indigenous communities as well as indigenous individuals from the discrimination, the deprivations and the abuses that they so often endure. The author praises the draft for its thoroughness and adherence to principle. The article summarizes and analyses the provisions of the draft Declaration and calls for others to provide futher commentary and analysis.

scholarly journals Changing the subject in teacher education: Centering Indigenous, diasporic, and settler colonial relations

2013 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr Martin John Cannon
Keyword(s):  
Teacher Education ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Pedagogical Practices ◽  
Indigenous Populations ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Praxis I ◽  
Approach To Teaching ◽  
The Subject

This paper suggests that, so long as we are focused on racism and colonialism as an exclusively Indigenous struggle, we fail to engage non-Indigenous peoples as “allies” of Indigenous education and sovereignty.  My goal is to place a developing literature on settler-Indigenous alliances into a productive and more explicit dialogue with anti-oppressive educational theory and praxis.  I address two critical questions: 1) How might we engage structurally privileged learners, some of whom are non-Indigenous peoples, to think about colonial dominance and racism in Canada? and 2) How might we work in coalition with privileged learners—and especially with new Canadians—to consider matters of land, citizenship, and colonization?  I conclude by identifying a series of pedagogical practices aimed at the troubling of normalcy—an approach to teaching that disrupts the binary of self/Other.  I consider briefly in turn the implications of this pedagogy for decolonization, the invigoration of teacher education programs in Canada, and the building and rejuvenation of relationships between Indigenous peoples and settler, diasporic, and migrant Indigenous populations.

Re-vitalizing an indigenous language: Dictionaries of Ainu languages in Japan, 1625–2013

2014 ◽  
Vol 30 (1) ◽  
pp. 547-578
Author(s):  
Annette Skovsted Hansen
Keyword(s):  
United Nations ◽  
Indigenous Peoples ◽  
Nation Building ◽  
Indigenous Languages ◽  
First Century ◽  
Indigenous Populations ◽  
Main Argument ◽  
National Interests ◽  
Nation States ◽  
The Individual

AbstractThe re-vitalization of indigenous languages depends on political and legal support and the implementation of language rights depends on knowledge of vocabulary and grammar structures of the individual languages. Throughout the nineteenth century world, compilers of dictionaries adapted indigenous languages to match standards defined in nation-building and, thereby, enabled latent possibilities for indigenous populations to re-vitalize their languages in connection with the United Nations Year for Indigenous Peoples in 1993, and the first United Nations Decade for Indigenous Peoples, 1995-2004. This article focuses on dictionaries of the languages of the Ainu populations in the borderlands between the nation-states Japan and Russia. The main argument is that the Ainu Cultural Promotion Act promulgated in 1997 had a significant impact on the production and purpose of Ainu dictionaries. The dictionaries prior to 1997 functioned, predominantly, as records, which contributed to the increased visibility of Ainu populations inside and outside Japan in the immediate national interests of Japan, whereas the dictionaries published after 1997 are intended to enable the active use of Ainu language today. An important sub-point is that the post-1997 Ainu dictionaries rely heavily on dictionaries, word lists, and grammar books compiled before 1997, which have therefore come to support efforts to re-vitalize Ainu languages in the twenty-first century.

Mobilising Free, Prior and Informed Consent (fpic) from Below: A Typology of Indigenous Peoples’ Agency

2020 ◽  
Vol 27 (2) ◽  
pp. 291-313 ◽  
Author(s):  
Almut Schilling-Vacaflor ◽  
Riccarda Flemmer
Keyword(s):  
Informed Consent ◽  
Indigenous Peoples ◽  
Latin American ◽  
Indigenous Rights ◽  
Legal Interpretation ◽  
Resource Governance ◽  
Natural Resource Governance ◽  
Indigenous Participation ◽  
Latin American Countries ◽  
Public Decision

Based on rich empirical data from Bolivia, Colombia, and Peru – the three Latin American countries where the implementation of prior consultation processes is most advanced – we present a typology of indigenous peoples’ agency surrounding prior consultation processes and the principle of free, prior and informed consent (fpic). The typology distinguishes between indigenous actors (1) mobilising for a strong legal interpretation of fpic, (2) mobilising for meaningful and influential fpic processes, (3) mobilising against prior consultation processes, and (4) blockading prior consultation processes for discussing broader grievances. We identify the most prominent indigenous strategies related to those four types, based on emblematic cases. Finally, we critically discuss the inherent shortcomings of the consultation approach as a model for indigenous participation in public decision-making and discuss the broader implications of our findings with regard to indigenous rights and natural resource governance.

scholarly journals Indigenous Education and Human Rights

2007 ◽  
Vol 14 (4) ◽  
pp. 425-453 ◽  
Author(s):  
Noam Schimmel
Keyword(s):  
Human Rights ◽  
Indigenous Peoples ◽  
Indigenous Education ◽  
Cultural Continuity ◽  
Human Right ◽  
Language And Culture ◽  
The Social ◽  
Majority Culture ◽  
Educational Programmes ◽  
The Right

AbstractThe right to an education that is consonant with and draws upon the culture and language of indigenous peoples is a human right which is too often overlooked by governments when they develop and implement programmes whose purported goals are to improve the social, economic and political status of these peoples. Educational programmes for indigenous peoples must fully respect and integrate human rights protections, particularly rights to cultural continuity and integrity. Racist attitudes dominate many government development programmes aimed at indigenous peoples. Educational programmes for indigenous peoples are often designed to forcibly assimilate them and destroy the uniqueness of their language, values, culture and relationship with their native lands. Until indigenous peoples are empowered to develop educational programmes for their own communities that reflect and promote their values and culture, their human rights are likely to remain threatened by governments that use education as a political mechanism for coercing indigenous peoples to adapt to a majority culture that does not recognize their rights, and that seeks to destroy their ability to sustain and pass on to future generations their language and culture.

Regaining Ground

2021 ◽  
Author(s):  
Peter H. Herlihy ◽  
Matthew L. Fahrenbruch ◽  
Taylor A. Tappan
Keyword(s):  
Central America ◽  
Indigenous Peoples ◽  
Land Ownership ◽  
First Century ◽  
Indigenous Populations ◽  
Archaeological Research ◽  
Demographic Trends ◽  
New Strategies ◽  
Indigenous Land

This chapter describes the geographies of indigenous populations and their territories in Central America, past and present. A brief discussion of previous archaeological research provides a context for the region’s pre-Columbian populations and settlement distributions prior to an examination of the territorial and demographic collapse precipitated by European conquest. The chapter chronicles a twenty-first-century resurgence of indigenous populations and their territorial rights in Central America, including the emergence of geopolitical units that we call indigenous territorial jurisdictions (ITJs), the likes of which represent new strategies for accommodating indigenous land ownership and governance within the context of modern states. Archival and census research, in situ field experience, and geographic information system (GIS)-based land use and cadastral mapping inform the understanding of indigenous peoples’ past and contemporary demographic trends, settlement patterns, and territorial challenges.

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