STATE OF THE WORLD's INDIGENOUs PEOpLEs - CINU

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EMBARGOED UNTIL 14 January 2010STATE OF THE WORLD’S INDIGENOUS PEOPLESNot for distributionneeds of indigenous peoples has to provide them with the opportunity to developskills that are useful to them and allow them to pursue the life they choose. 59Educated but unemployed students and students who are trained to reject theirindigenous economy and culture are of little value to indigenous communities. 60It is essential that the knowledge gained from formal education can be translatedinto knowledge that is relevalnt to indigenous communities and that it promotesrespect and understanding of indigenous culture, even if some indigenousstudents choose to live within broader economy. 61Concluding RemarksConditions of extreme poverty, exclusion and isolation are severe barriers tosustainable and multicultural indigenous education programmes. The recentmove toward community-based education and local control has not, andprobably will not close the gap with the non-indigenous population in terms ofaccess to education and educational performance in the foreseeable future.There is, however, a growing awareness at international and national levels ofthe pressing need to support indigenous peoples’ right to education—not onlyas a moral imperative and legal obligation, but also within the framework ofinclusive and sustainable development that strengthens both individual studentsand whole societies, the latter benefiting from the presence of a strong, proudand well-educated indigenous population.students need skillsand knowledge toenable them to workin indigenous and nonindigenouseconomiesand contextsSustained economic development and greater political and cultural autonomymay enhance the chances for improving the education outcomes of indigenousstudents. However, community-based education and language programsneed adequate funding and support from states. States can provide educationresources and universities can assist in curriculum development, but indigenouseducation will require partnership between indigenous communities and stateeducation structures and policymakers.States need to support the cultural, economic and educational autonomy soughtby indigenous peoples. 62 Education opportunities should affirm the history, cultureand identities of indigenous peoples and provide opportunities for employmentand work within both mainstream market economies and the mode of economypreferred by indigenous communities.Indigenous students should be prepared and able to make choices to work inindigenous, non-indigenous or mixed economies. Such multi-culturally educatedindigenous students will have the capability to participate in state institutions59Hays and Siegruhn (2005), 32.60Stavenhagen, (2005), 18; Kaunga (2005), 40-41.61The Coolangatta Statement; Glover (1994), 13; Champagne (2006), 147-168.62 For a list of recommendations from the Special Rapporteur to states, indigenous communitiesand the international community for improving indigenous education, see Stavenhagen(2005a) and (2005b).CONTEMPORARY EDUCATION | 149
EMBARGOED UNTIL 14 January 2010STATE OF THE WORLD’S INDIGENOUS PEOPLESNot for distributionand civil society while not rejecting their identities and indigenous communities, nor rejecting the State and itsmainstream culture(s). Indigenous education should provide a pathway to greater cultural, economic and politicalautonomy for indigenous peoples, but should also set the stage for participation and consensual commitment onthe part of states and international institutions.150 | CHAPTER IV
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