Indigenous peoples and education in the Arctic region

226 Pages·2017·2.71 MB·English

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ST/ESA/368
Department of Economic and Social Affairs
Division for Social Policy and Development
Secretariat of the Permanent Forum on Indigenous Issues
United Nations
New York, 2017
UN-DESA
The Department of Economic and Social Affairs of the United Nations Secretariat is
a vital interface between global policies in the economic, social and environmental
spheres and national action. The Department works in three main interlinked areas:
(i) it compiles, generates and analyses a wide range of economic, social and environ-
mental data and information on which States Members of the United Nations draw
to review common problems and to take stock of policy options; (ii) it facilitates the
negotiations of Member States in many intergovernmental bodies on joint courses of
action to address ongoing or emerging global challenges; and (iii) it advises interested
Governments on ways and means of translating policy frameworks developed in United
Nations conferences and summits into programmes at the country level and, through
technical assistance, helps build national capacities.
Note
The views expressed in the present publication do not necessarily reflect
those of the United Nations. The designations employed and the presentation
of the material in this publication do not imply the expression of any opinion
whatsoever on the part of the Secretariat of the United Nations concerning the
legal status of any country or territory or of its authorities, or concerning the
delimitations of its frontiers.
The designations of country groups in the text and the tables are intended
solely for statistical or analytical convenience and do not necessarily express a
judgment about the stage reached by a particular country or area in the devel-
opment process.
Mention of the names of firms and commercial products does not imply the
endorsement of the United Nations.
Symbols of United Nations documents are composed of letters combined with
figures.
ST/ESA/368
United Nations publication
Sales no.: E.17.IV.3
ISBN: 978-92-1-130341-4
eISBN: 978-92-1-362902-4
Copyright © United Nations, 2017
All rights reserved
Printed by the United Nations, New York
ii
Contents
Acknowledgements ...........................................................iv
FOREWORD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
About this publication ........................................................ 9
CHAPTER 1: Indigenous peoples and education in the African region . . . . . . . . . . .15
Introduction ..................................................................15
Indigenous peoples and education in the African region ....................... 16
Main findings .................................................................31
Recommendations ........................................................... 32
References .................................................................. 35
CHAPTER 2: Indigenous peoples and education in the Arctic region . . . . . . . . . . . .41
Introduction ................................................................. 41
The Arctic region ............................................................42
Indigenous peoples and education in the Arctic region .........................45
Main findings ................................................................59
Recommendations ...........................................................66
References ..................................................................68
CHAPTER 3: Indigenous peoples and education in Asia . . . . . . . . . . . . . . . . . . . . . 77
Introduction ................................................................. 77
Indigenous peoples and education in the Asian region .........................80
Major issues relating to indigenous peoples and education in Asia .............83
Main findings ................................................................98
Recommendations ..........................................................100
References ................................................................. 103
CHAPTER 4: Indigenous peoples and education in Central and South America
and the Caribbean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Introduction ...............................................................109
Indigenous peoples and education in Central and South America
and the Caribbean ........................................................... 111
Main findings ............................................................... 130
Recommendations .......................................................... 134
References ................................................................. 136
iii
CHAPTER 5: Indigenous peoples and education in the Northern American region . .145
Introduction ............................................................... 145
Main findings ............................................................... 158
Recommendations .......................................................... 159
References .................................................................160
CHAPTER 6: Indigenous peoples and education in the Pacific region . . . . . . . . . . .165
Introduction ................................................................ 165
Indigenous peoples and education in the Pacific region ....................... 166
Main findings ............................................................... 178
Recommendations ...........................................................181
References ................................................................. 182
CHAPTER 7: Indigenous peoples and education in the Russian Federation . . . . . .187
Introduction ............................................................... 187
Overview of indigenous peoples in the Russian Federation ................... 188
Indigenous peoples and education in the Russian Federation .................190
Main findings .............................................................. 200
Recommendations .......................................................... 201
References .................................................................203
CONCLUSION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Acknowledgements
The preparation of State of the World’s Indigenous Peoples: Education has been a collaborative
effort of experts and organizations. The secretariat of the Permanent Forum on Indigenous Issues
within the Division for Social Policy and Development of the Department of Economic and Social
Affairs of the United Nations Secretariat oversaw the preparation of the publication. The thematic
chapters were written by Monica Aleman Cunningham, Dr. Karla Jessen Williamson and Yvonne
Vizina, Prashanta K. Tripura, Juan de Dios Simón Sotz, Dr. Octaviana V. Trujillo, Linda Tuhiwai
Smith and Konstantin Zamyatin. Special acknowledgements go to the editors, Birgitte Feiring,
who wrote the overview and the final section, entitled “Conclusions”, and Michael Brodsky; the
translator, Sebastian Vuinovich; and the United Nations Graphic Design Unit of the Department
of Public Information.
iv
State of the World’s Indigenous Peoples: Education
Foreword
Mariam Wallet Aboubakrine
Chair of the Permanent Forum on Indigenous Issues
Recognizing the gaps in analytical research on the situation of indigenous peoples, the
Permanent Forum on Indigenous Issues called for a report on the state of the world’s
indigenous peoples. The Forum believed that this report will help dispel the myths
and inconsistencies about indigenous peoples, and demonstrate their unique identity
and traditions, as contributions to the world’s bio-cultural diversity. In response, DESA
issued the State of the World’s Indigenous Peoples in 2009. This was the first global,
authoritative report by the UN system to focus on indigenous peoples, with the 2014
second edition focusing on Indigenous Peoples’ Access to Health.
The third edition has been prepared with the contributions of experts on indigenous
education, a key focus area for the UN Permanent Forum. The Secretary-General of the
United Nations, António Guterres, who started his career as a teacher, recently said
that mothers and fathers around the world would make any sacrifice for their children’s
education. Indigenous peoples fully realise that education is key for preserving their
traditions and building their future.
The 2007 Declaration on the Rights of Indigenous Peoples provides the normative
framework for our work on the rights of indigenous peoples. Article 14 of the Declaration
reiterates that indigenous peoples have the right to establish and control their educa-
tional systems and institutions, to an education in their own culture and provided in
their own language. This edition of the State of the World’s Indigenous Peoples analyses
v
STATE OF THE WORLD’S INDIGENOUS PEOPLES: EDUCATION 3RD Volume
the situation of indigenous peoples and their right to education. It describes the differ-
ent contextual backgrounds and policy impacts on indigenous peoples, faced with the
challenge of embracing mainstream education, while at the same time revitalizing their
own languages and cultures.
Ten years has passed since the UN Declaration on the Rights of Indigenous Peoples
was adopted, yet many challenges remain. There are alarming reports of indigenous
languages in danger of extinction. Conservative estimates suggest that more than
half of the world’s 6,700 languages will become extinct by 2100 and the majority of
the languages under threat are indigenous languages. This publication provides con-
crete actions to secure the identity, languages and cultures of indigenous peoples, and
implement the UN Declaration on the Rights of Indigenous Peoples as a standard of
achievement to be pursued in a spirit of partnership and mutual respect.
The 2030 Agenda on Sustainable Development includes explicit consideration of indig-
enous peoples, and pays particular attention to education. Sustainable Development
Goal 4 focuses on ensuring inclusive and quality education for all and promote life-
long learning. If we want to achieve this goal is necessary to ensure equal access to
education for indigenous children, including children with disabilities. I hope that this
publication helps readers to better understand where we are, so that this Goal can be
reached.
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Overview
State of the
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