PANEL ORGAN - KIIT University

alia the expectations of the role or influence the KSELC would have in the promotion of
awareness in indigenous matters. The data obtained during the survey will be presented
and interpreted in this contribution.
DINERO, Steven C, Human Geography, College of Science, Health and the Liberal Arts,
Philadelphia University School House Lane & Henry Avenue Philadelphia, PA 19144 USA
215-951-2608, E-mail:
Education and Youth Development in an Alaska Native Community: Costs and Benefits
The Khoekhoe and San are the indigenous peoples of South Africa. In 2010, the
Department of Anthropology at the University of the Free State launched a Khoekhoe and
San Early Learning Centre (KSELC) in Heidedal. The main objectives of the KSELC are to
assist indigenous people who wish to revitalise and develop their Khoekhoe language skills,
and to create a teaching environment that will respect the Khoekhoe and the San’s
heritage and culture. Before the opening of the KSELC, research was conducted in terms
of a pre-testing and post-testing research design. This was done through a survey of inter
alia the expectations of the role or influence the KSELC would have in the promotion of
awareness in indigenous matters. The data obtained during the survey will be presented
and interpreted in this contribution.
RADAELLI, Isabella, Anthropology of Contemporary Milano Bicocca University, Italy,
Education Programs for Chinese Ethnic Minorities, E-mail:
From Theories to Practices - A Case Study among the Mosuo Matrilineal Society
The Gwich’in Indians of northeast Alaska are undergoing a period of transition. The youth
differ greatly from the previous generations in terms of values and behaviors. An inability
to speak Gwich’in, interest in material goods, and consumption of fewer country foods are
now common among the younger generations. At the same time formal education rates
are on the rise. Using primary data collected from 1999 to 2012 in one community, Arctic
Village, this paper will address how education benefits as well as undermines Indigenous
values and culture. While education is crucial in empowering young community members,
enabling many to eventually enter wage labor, improving their ability to afford the costly
monetary inputs now needed to hunt, fish and gather, many, once educated, leave the
community in search of opportunities in urban centers. Thus formal education of Gwich’in
youth is a double-edged sword, essential to the community’s future well-being yet also
posing a potential threat to its long-term viability
ANITHA, J., Gandhigram Rural Institute-Deemed University, Gandhigram-624302, Dindigul
District, Tamil Nadu, India, E-mail:
Educating the Paliya Tribe on the Lower Palni Hills of Western Ghats in Tamil Nadu
The Chinese Government has recently put great efforts into improving the educational
conditions of the Country, trying to bring a better learning environment also to areas of
ethnic minorities. Thanks to the education policies and programs, most ethnic
autonomous regions have been authorized to develop special curriculum focusing on their
own ethnic languages and customs. Benefits for rural education were increased, allowing
more families to send their children to school. Despite the promotion of the ‘two basics’,
consisting of a nine-year compulsory education program (six years of primary school and
three years of middle school) and the eradication of illiteracy among youth and middleaged
people, Governmental efforts have not succeeded in implementing a universal
primary education or a qualified teaching environment to rural areas. In this paper I will
first try to outline the education policies of different ethnic minority groups in the Yunnan
area; I will then focus on the case of Mosuo people, a small ethnic group living in