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Indigenous Education in a Global Context

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Abstract
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The term “indigenous,” when used with education, is generally recognized to refer to the first inhabitants of an area that was later colonized by another, more powerful, group of people who then forced their language and culture on the original inhabitants. In Australia and Canada, the term “Aboriginal” is still used; in Canada, “First Nations” is also popular; and in the United States, “Native American,” “American Indian,” “Alaska Native,” and “Native Hawaiian” are used to describe the country’s indigenous peoples. However, the term “indigenous” is becoming more popular globally. The colonial approach to education is related to the anthropological concept of ethnocentrism, where each ethnic group tends to think itself superior to other groups, and which propels more powerful, dominant groups to subordinate or demand the cultural assimilation of less powerful groups they conquer and colonize. The subordinate, indigenous group can be expected to adopt the religion, language, and customs of the dominant group, and schools are used to promote this conversion. However, ethnic minorities often resist forced assimilation. Much of the recent history of indigenous education globally has involved the conflict between efforts at decolonization, which was exemplified by the United Nations’ adoption in 2007 of the Declaration on the Rights of Indigenous Peoples, and continued efforts to assimilate thousands of indigenous ethnic minority groups. The variety of these groups is indicated by the fact that it is estimated by linguists that there are over six thousand languages spoken across the globe today (though assimilationist education is lowering that number), and each language can represent a unique culture. Since European nations colonized much of the world in the last few centuries, they are usually the group imposing, through schools, their language and culture on indigenous peoples in Africa, the Americas, Asia, Australia, and the islands in the Pacific Ocean. However, China’s recent actions in Tibet also meet this definition, and the actions of Scandinavian countries in regard to the Sámi in their northern regions also qualify. The studies in this bibliography examine the educational issues worldwide that many indigenous people still face today as they attempt to hold on to their indigenous languages and cultures while seeking to reestablish self-government and gain economic success in an increasingly globalized and “flat” world.

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This study explains chief causes of covert and overt conflict between indigenous and non-indigenous ethnic groups of Metekel zone, since 1991. For the sake of convenience, however, particular emphasis is given to the conflict between Agew and Gumuz. The study employs relational ethnography research design. The data collected through in-depth interview, observation, informal conversation, and review of available documents is analysed thematically. The conflict between the two ethnic groups in the period is explained based on the assumption of horizontal and longitudinal deprivation. The paper demonstrates that coincidence of relative deprivation with ethnic line is creating favourable conditions for violent conflicts in the study area. In the period, Agews felt deprived of political resources in contrast to their history and Gumuz. On the other hand, though Gumuz are politically empowered, the socio-economic status of the people is hardly comparable with the Agew and other non-indigenous ethnic groups. The salience of ethnicity in the period has also been providing opportunity for elites to mobilize the mass for violence. But, the study argues the transformation of dormant conflicts into violence is determined by cost and benefit analysis of the action rather than by a mere mobilization of elites. Accordingly, in the period instigating violence seems persuasive for Gumuz than Agew. The finding implies that when the underlying conditions of relative deprivation are eliminated, the motive to use violence as a political instrument can also be minimized. Key words: Ethnicity, ethnic conflict, relative deprivation, ethnic federalism, indigenous ethnic groups, non-indigenous ethnic groups.

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With their article “Restoring indigenous names in taxonomy”, Gillman & Wright (2020) initiated a discussion that culminated in a set of proposals to amend theInternational Code of Nomenclature for algae, fungi, and plants(ICN) by allowing the retroactive replacement of scientific names and/or epithets of plants and other organisms in favor of “indigenous names” (vernacular names used by Indigenous Peoples). Here I emphasize several main topics and questions critically important for the suggested implementation of the proposals by Wright and Gillman. My conclusions regarding the proposals by Wright and Gillman are as follows. The “definition” of Indigenous People proposed by Wright and Gillman for theICNis dramatically different from the working definitions and identification/self‐identification criteria of Indigenous Peoples provided in the UNDeclaration on the rights of Indigenous Peoples(United Nations, 2007) and other relevant international documents. That “definition” is vague, potentially discriminatory, may bring unnecessary conflicts, and cannot be used in practice. Nomenclatural committees and the taxonomic community as a whole should not be involved in political debates about which peoples are indigenous and which are not, which bodies represent those peoples and which do not have that right. Giving special privileges in nomenclature to some groups of Indigenous Peoples but not to other peoples with comparable levels of traditional knowledge would be an act of unexplainable and unjustified discrimination. The argument of “demonstrable chronological priority” of vernacular “indigenous” names over scientific names used by Wright and Gillman is irrelevant in biological nomenclature and taxonomy and cannot be used in practice. The proposal to allow the use of “indigenous” diacritics in biological nomenclature would result in allowance of dozens diacritic signs actually used by various Indigenous ethnic groups, and should not be accepted. The replacement procedure proposed by Wright and Gillman will not work as they intended because they failed to outline workable rules for it. Science (the scientific nomenclature of organisms included) should not be biased or distorted politically, racially, ethnically, socially, genderly, religiously or otherwise. Any attempts or proposals aimed at granting preferences in biological nomenclature to any political, racial, ethnic, social, gender, religious or other group or groups should be rejected as discriminatory acts. Consequently, the “proposals” by Wright and Gillman should be rejected by the international community of taxonomists of plants, fungi, and algae.

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Human Rights of Indigenous Peoples in Africa within the Context of Indigenous Knowledge Systems and Sustainable Environmental Management
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  • Muhammed Tawfiq Ladan

Human Rights of Indigenous Peoples in Africa within the Context of Indigenous Knowledge Systems and Sustainable Environmental Management

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