RIGHTS AIPP
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1. 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 cul-
tural methods of teaching and learning. 2. Indigenous individuals, particularly children, have the right to all levels and forms of edu-
cation of the State without discrimination. 3. States shall, in conjunction with indigenous peoples, take effective measures, in order for
indigenous individuals, particularly children, including those living outside their communities, to have access, when possible, to an education in their own culture and provided in their own
language.
Article 15
1. Indigenous peoples have the right to the dignity and diversity of their cultures, traditions, histories and aspirations which shall be appropriately reflected in education and public informa-
tion.
Article 16
1. Indigenous peoples have the right to establish their own media in their own languages and to have access to all forms of non-indigenous media without discrimination.
2. States shall take effective measures to ensure that State-owned media duly reflect indig- enous cultural diversity. States, without prejudice to ensuring full freedom of expression, should
encourage privately owned media to adequately reflect indigenous cultural diversity.
Article 31
1. Indigenous peoples have the right to maintain, control, protect and develop their cultural heritage, traditional knowledge and traditional cultural expressions, as well as the manifesta-
tions of their sciences, technologies and cultures, including human and genetic resources, seeds, medicines, knowledge of the properties of fauna and flora, oral traditions, literatures, designs,
sports and traditional games and visual and performing arts. They also have the right to main- tain, control, protect and develop their intellectual property over such cultural heritage, tradi-
tional knowledge, and traditional cultural expressions.
LINKS • The UN Declaration on the Right to Development. This declaration describes develop-
ment as an inalienable human right and also implies the full realization of the right of peoples to self-determination.
• ILO Convention No. 169. This convention stipulates a right-based approach to develop- ment, based on the respect for indigenous peoples’ right to determine their own priori-
ties underlining the concept of consultation and effective participation. • ILO Convention No. 111. This Convention specifically deals with the elimination of
both direct and indirect discrimination of indigenous people and other minorities in employment and in regard to their occupation.
• The International Covenant on Social, Economic and Cultural Rights.
• The International Treaty on Plant and Genetic Resources for Food and Agriculture. This treaty recognizes the importance of farmers’ knowledge to the conservation of
plant and genetic resources for food and agriculture, and recognizes the rights of the farmers to their knowledge. It, however, vests primary ownership of the plant and ge-
netic resources in the state. • The Convention on Biological Diversity. This Convention recognizes the importance of
indigenous knowledge to biodiversity conservation and recognizes the rights of indig- enous peoples to their knowledge.
Module-6
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• The UNESCO Convention Against Discrimination in Education. • The World Declaration on Education for All.
III. REALITIES ON THE GROUND
A. General Situaion
1. Development aggression
• Are there any development projects cur- rently outlined for your community’s lands or
territory? What are these? What is the pur- pose of each project?
• What is your community’s stand on each project? Why has it taken this stand?
• Has your community articulated this stand to the project proponents? How have
the project proponents reacted? • What does your community plan to do
about the project in the future?
2. Market integration
• What are your community’s experiences in participating in the market economy? • Has your community drawn any lessons from these experiences? What are these?
• Is your community now using these lessons to mitigate or counteract any negative con- sequences of market participation? If yes, what mitigating or counteracting measures has your
community undertaken? • What does your community plan to do in the future, in relation to market participation?
3. Indigenous economy and culture
• What are the salient features of your local economy? • What are the traditional occupations of your people?
• What are the salient features of the indigenous knowledge – including technology and practice – that your people employ in these occupations?
• Are the local economy, technology and practices sufficient for sustaining your community now and beyond the present generation? Or do these need to be augmented? What augmenta-
tions do you think are necessary?
Module-6
Many of the ground realities would already have been drawn out from the discussions in the introduction, though randomly. Here
the trainer should consolidatestreamline them, using the guide questions provided.
Note to trainers
Divide the participants into five groups to discuss the four topics below. Ask them to
write down the results of their discussion for poster presentation later.
Ask all the groups to put up their poster presentations and have a plenary discus-
sion on each topic.
After the discussion, synthesize.
Suggested Method
RIGHTS AIPP
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Break up the participants into groups, each of which will take charge of filling up one thematic row in the Gaps Analysis table below. There
should be one group each for laws and policies that pertain to: eco- nomics, health, education and information, other social-cultural con-
cerns, development in general. After the table is filled up, have the participants explain their entries, discuss these further, synthesize.
Suggested Method Module-6
• What do you think should your people keep in mind when augmenting or making innova- tions upon tradition?
4. Indigenous and mainstream health practice and services
• Do your people at present have traditional healers among them? And are they able to practice their occupation freely? Are they your community’s primary source of health care? Or
have their services been rendered secondary, or even marginalized, vis-a-vis mainstream health services? If so, why?
• If your community has access to mainstream health services, characterize these services. • Has your community had any problems related to health care or services that have not
been addressed? If so, what does your community plan to do about them?
5. Indigenous and mainstream education, information and mass media
• What are the salient features of traditional education – or the means of transmitting knowl- edge – among your people?
• If the members of your community avail of mainstream educational services, characterize these services.
• Has your community – through its members who are teachers, through organizations, or as the parents of students – been able to introduce indigenous methods of education in formal
schools? Has it been able to introduce indigenous material in the formal school curricula, course books, textbooks, or course materials? If so, how has the incorporation of indigenous education-
al methods and materials affected the learning experience of students from your community? • Does your community have regular or frequent access to information through public chan-
nels, such as government gazettes, commercial newspapers, radio and television? Does your community think it receives sufficient and accurate information from these public channels
about the issues that concern it and the options it should consider? If not, what do you think your community should do about this?
• Does your community have access to information media as channels for bringing its con- cerns and views to the public? If not, what do you think your community should do about this?
• Are your people’s history and culture treated with accuracy and respect in the mass media? If not, what do you think your community should do about this?
B. Laws and Policies
