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Ideally, education is conducted in a spirit of nurturance and mutual trust between teachers and learners. As it is a life-long process, there are no barriers such as age limit, time frames, or
grading.
While persisting in their traditional forms of teaching and learning, indigenous peoples have availed of mainstream educational services. And they have invested tremendous efforts in get-
ting their learning materials and mechanisms integrated into mainstream or formal education systems.
Mainstream education systems involve instruction from pre-school to tertiary-level insti- tutions and the training of instructors. These are usually guided by a standard set of curricula
provided by ministries or departments of education, based on state policies. Adult education has also become common in many countries and takes on many forms, ranging from formal class-
based learning to self-directed learning.
The inclusion of indigenous ways of learning, teaching and training has been important in ensuring that students and instructors are able to benefit from education in a culturally sensi-
tive manner that draws upon, utilizes and enhances awareness of indigenous knowledge. For indigenous learners and teachers, the inclusion of these methods often results in greater educa-
tional effectiveness because it provides an interphase with indigenous peoples’ experiences and worldview. For non-indigenous students and teachers, education using such methods promotes
awareness of the traditions and collective experiences of indigenous peoples, thereby generating greater respect for and appreciation of other cultural realities.
In terms of educational content, indigenous educators, organizations and parents have been working with various institutions to include indigenous peoples’ history and indigenous knowl-
edge within curricula, course books, textbooks and learning aids. The inclusion of these pro- motes respect for indigenous peoples’ experience and culture.
6. Access to mainstream education, information and mass media
As indicated above, the mainstreaming of indigenous learning mechanisms and materials would not only promote multi-culturalism in society but also make formal education a more
fruitful experience for indigenous people. It would thus help states and non-state educational institutions to guarantee indigenous peoples’ right of access to knowledge.
Access to non-traditional, non-indigenous knowledge is critical at this point in the develop- ment of indigenous communities, given the numerous issues and options they must reckon with.
Adequate knowledge and understanding of these issues and options is crucial to their enjoyment of their right to free, prior, informed consent, and thus to their exercise of self-determination.
Indigenous peoples also have the right of access to means of communicating their views on the said issues and options to the public. They should thus be afforded space in the mass media,
as well as opportunities and training in the special skills required for the development of their own print and broadcast media outfits.
Affording indigenous peoples opportunities to create their own space in the mass media would, further, give them the chance to project their own experiences, situation and culture
without the misrepresentations or distortions that the mainstream media have been prone to making.
Module-6
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Present the relevant UNDRIP provisions. Involve participants in reading the provi-
sions. Discuss and elaborate on each pro- vision.
Suggested Method
7. Socio-cultural continuity
As shown by their participation in the market economy and their availment of mainstream social services, indigenous peoples are not anti-development. Although they have persisted in
traditional livelihood systems, occupations and production technologies, indigenous peoples are aware that these need to be augmented, given the natural growth of their own and other popula-
tions, and the competing interests of other peoples, as well as governments and corporations, in the resources within their traditional territories and expansion areas. Although they have
persisted in their traditional ways of life, indigenous peoples are aware that they must acquire new knowledge and skills so that they can deal with the challenges posed to them by the world
outside their communities. For indigenous peoples, the pursuit of economic sufficiency and ad- equacy in new life-skills is extremely challenging because it must be undertaken without sacri-
ficing the continuity of their society and culture.
II. UNDRIP PROVISIONS RELATED TO DEVELOPMENT
A. Comprehensive Provisions on Devel- opment
PP6
Concerned that indigenous peoples have suffered from historic injustices as a result of,
inter alia, the colonization and dispossession of their lands, territories and resources, thus
preventing them from exercising, in particu- lar, their right to development in accordance with their own needs and interests,
PP10
Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions,
cultures and traditions, and to promote their development in accordance with their aspirations and needs,
PP11
Recognizing that respect for indigenous knowledge, cultures and traditional practices con- tributes to sustainable and equitable development and proper management of the environ-
ment,
Article 3
Indigenous peoples have the right to self-determination. By virtue of that right they freely determine their political status and freely pursue their economic, social and cultural develop-
ment.
Article 20
1. Indigenous peoples have the right to maintain and develop their political, economic and social systems or institutions, to be secure in the enjoyment of their own means of subsistence
and development, and to engage freely in all their traditional and other economic activities. 2. Indigenous peoples deprived of their means of subsistence and development are entitled
to just and fair redress.
Module-6
