Introduction

Abstract

In contemporary educational research, practice and policy, ‘indigenous women’ have emerged as an important focus in the global education arena. This chapter examines contemporary education policy to understand why there is a focus on indigenous women, and what such a focus contributes to promoting adult learning. It demonstrates the kinds of marginalisations and discriminations indigenous women confront as indigenous persons, as women and as indigenous women, but they also point to women’s agency and power in the face of complex and dynamic changing social, physical, economic and cultural environments. As the Special Rapporteur in her assessment of the current status of UN Declaration of the Rights of Indigenous Peoples states: ‘racism and discrimination are prevalent mindsets and attitudes that prevent the establishment of equal relationships between indigenous peoples’ and require a ‘paradigm change’. Much of the education analysis of indigenous women’s learning needs has focused on their supposed educational deficit and their vulnerability.