Rights Of Indigenous Children Research Articles

A World Fit for the Next Seven Generations: Upholding Indigenous Rights for the Foundation of a Sustainable Future

Using the ‘Next Seven Generations’ as a conceptual framework, this article highlights Indigenous perspectives on sustainability and intergenerational responsibility in response to the A World Fit for Children declaration report. Through an analysis of Indigenous children's rights, the article emphasizes the importance of recognizing Indigenous land sovereignty in fostering a sustainable future for all children. Additionally, the disparate impacts of climate change on Indigenous children, lands, and resources will be explored with proposed mitigation strategies. The authors argue that upholding Indigenous rights can lead to improved outcomes in protecting the earth for children and stress the benefits of a rights-informed approach. Challenges and opportunities in implementing recommendations from child rights frameworks are explored, advocating for collaboration between Indigenous communities and stakeholders. In conclusion, sustained efforts are urged to create a world fit for the next seven generations of children by adopting a rights-informed approach to environmental protection. Keywords: Indigenous Childhoods, Children’s Rights, Environmental Protection, Sustainability

THE ACTIVITIES OF THE UNITED NATIONS FOR THE RIGHT TO EDUCATION FOR INDIGENOUS CHILDREN

The concept of protecting human rights, such as the right to education, has become a centerpiece for the international law system. Particularly, ensuring indigenous peoples' rights has increased attention at the universal, regional, and national levels. The protection of the rights of indigenous children as a vulnerable category of the world population is complex due to climate change, forced displacement, economic exclusion, exploitation, or armed conflict. It is evident that adequate realization of the right to education depends on access to health services, self-determination, and cultural identity, protection from exploitation, abuse, discrimination, and violence. As indigenous peoples are the custodians of unique knowledge and rare languages, which are significant elements of humanity's heritage, the educational process for their children must include specified educational methodologies and other features. So various international and regional mechanisms have been established to promote and protect indigenous children's right to education and other fundamental freedoms. The article is concerned with the United Nations (UN) activities for ensuring indigenous children's right to education according to the international human rights protection system. The investigation describes international legal standards and the UN's programs and strategies for aboriginal and tribal peoples from different continents to increase the percentage of educated and competent indigenous children and young people and their results. The UN's framework contains specific methods, skills, tools, and rules. There is significant progress in the rise of educational levels among indigenous peoples. The article can be helpful for those who are searching for new positive methods of educating various categories of children in different countries. It contains specific information about the educational process for ethnic minorities.

Structural Challenges & Inequities in Operating Urban Indigenous Early Learning and Child Care Programs in British Columbia

Funding for urban, not-for-profit Indigenous early learning and childcare (ELCC) programs has not kept pace with a rapidly growing urban Indigenous population, increasing operational costs, and the rights of Indigenous children. In British Columbia (BC), closure of a prominent Indigenous ELCC program prompted a study of some of the key factors influencing the operation of Indigenous ELCC programs in BC. This qualitative research highlights the priorities, concerns, and recommendations for supporting the operational success of urban, not-for-profit Indigenous ELCC programs and upholding the rights of Indigenous children. These findings have relevance for Indigenous ELCC programs that are facing operational challenges in BC and other jurisdictions in Canada.

Ignoring evidence, producing inequities: public policies, disability and the case of Kaiowá and Guarani Indigenous children with disabilities in Brazil

Backround: An inter-institutional task force was brought together in 2018 to evaluate the irregular institutionalisation of Guarani and Kaiowá Indigenous children with disabilities in Dourados, in central-western Brazil. Aims and objectives: We draw on this case study to undertake a ‘situational analysis’ on the existence/absence and the use/non-use of evidence in the evaluation of public policies regarding Indigenous children with disabilities. By critically analysing concrete practices in the context of multilevel intersectoral dialogue and joint action of state bodies and civil society, we aim to highlight the effective and potential gains from using Culturally Appropriate Evidence (CAE) at the intersection of policies on children, Indigenous peoples and people with disabilities. Methods: We used a case study approach to analyse the precedents, development and ramifications of the task force, examine the legal framework regulating the rights of Indigenous children with disabilities, and describe the process of institutionalisation of Indigenous children in the Dourados region in the first two decades of the 21st century. Findings: We identified that inter-institutional and intersectoral collaboration enhances the development of CAE and the instrumentalisation of intersectoral alternatives. Discussion and conclusions: Although entrenched institutional bureaucratic culture, and the absence of mechanisms for participation and consultation with Indigenous peoples, can create obstacles to the formulation and use of these kinds of evidence in public policies, the production of evidence through the articulated and collaborative effort of agents can offer, when there are political conditions for it, the necessary conditions to develop culturally appropriate solutions for complex scenarios.

Ensuring the right to food for indigenous children: a case study of stakeholder perspectives on policy options to ensure the rights of tamariki M\u0101ori to healthy food

BackgroundThe United Nations Convention on the Rights of the Child confirms a child’s right to adequate food, and to the highest attainable standard of health. For indigenous children, these rights are also recognised in the UN Declaration on the Rights of Indigenous Peoples. However, Indigenous children endure higher rates of obesity and related health conditions than non-indigenous children, including in Aotearoa New Zealand (NZ). For indigenous tamariki (Māori children) in NZ, high levels of obesity are interconnected with high rates of food insecurity. Therefore there is a need for action. This study aimed to investigate policy options that would safeguard the rights of indigenous children to healthy food. We explored with key stakeholder’s policy options to ensure the rights of indigenous children to healthy food, through a case study of the rights of tamariki.MethodsInterviews were conducted with 15 key stakeholders, with experience in research, development or delivery of policies to safeguard the rights of tamariki to healthy food. Iterative thematic analysis of the transcripts identified both deductive themes informed by Kaupapa Māori theory and literature on rights-based approaches and inductive themes from the interviews.ResultsThe analysis suggests that to ensure the right to adequate food and to healthy food availability for tamariki, there needs to be: a comprehensive policy response that supports children’s rights; an end to child poverty; food provision and food policy in schools; local government policy to promote healthy food availability; and stronger Māori voices and values in decision-making.ConclusionsThe right to food for indigenous children, is linked to political and economic systems that are an outcome of colonisation. A decolonising approach where Māori voices and values are central within NZ policies and policy-making processes is needed. Given the importance of food to health, a broad policy approach from the NZ government to ensure the right to adequate food is urgent. This includes economic policies to end child poverty and specific strategies such as food provision and food policy in schools. The role of Iwi (tribes) and local governments needs to be further explored if we are to improve the right to adequate food within regions of NZ.

Rights of Indigenous Children: Reading Children’s Literature through an Indigenous Knowledges Lens

Indigenous children’s literature supports Indigenous communities’ rights to revitalization, and to the transmission to future generations, of Indigenous histories, languages, and world views, as put forth in the United Nations Declaration of the Rights of Indigenous Peoples. Drawing on Indigenous teachings that were given to him by Elders, an Indigenous Knowledge Keeper, Red Bear, interprets 10 Indigenous picture books published in Canada between 2015 and 2019 by mainstream and Indigenous publishing companies. These books were selected from the International Best Books for Children Canada’s list of Indigenous books and websites of four Canadian Indigenous publishers. We discuss the Knowledge Keeper’s interpretation of books that are grouped within four categories: intergenerational impact of residential schools, stories using spiritual lessons from nature, autobiography and biography, and stories using teachings about relationships. Recognizing the richness, authenticity, and integrity of Red Bear’s interpretation of the books, we propose that all teachers should strive to learn Indigenous cultural perspectives and knowledge when reading Indigenous children’s literature.

Indigenous Children’s Linguistic Rights in the 21st Century: Intentions and Tensions in Practice

This paper presents a framework for what we consider are essential elements for realising the linguistic rights of Indigenous children in the twenty-first century. The global impacts of colonisation on various Indigenous communities have resulted in loss of cultural practices, knowledge and loss of languages. This framework points to ways forward for addressing Indigenous children’s rights to reclaim their languages in early childhood. The linguistic rights of Indigenous children are at the intersection of the UN Convention on the Rights of the Child and the UN Declaration on the Rights of Indigenous Peoples in this, the International Year of Indigenous Languages. The enshrined rights of Indigenous children to an education in their own culture and language is a right yet to be realised in nations who are signatories to the Convention and the Declaration. Examples are presented of Indigenous language programmes in early childhood settings in Australia, Canada, New Zealand, Sapmi and the USA to highlight the significant roles of policy, Elders, communities, teacher education and the role of early childhood education in supporting children and families to reclaim endangered Indigenous languages.

Child Welfare, Indigenous Children and Children’s Rights in Canada

Abstract In Canada, Indigenous children have been removed from their families and communities for residential schooling and for adoption and fostering by the state. These historic and ongoing policies have contributed to a general lack of awareness and respect for the rights of Indigenous children as children, as well as Indigenous rights bearers. This paper examines the ways in which historic Indigenous transracial adoption projects acted as a means of public education for ignorance, and argues there is an urgent need for increased public and academic attention to Indigenous children’s rights as both universal children’s rights and Indigenous rights.

Honoring the Eighth Generation: Indigenous Childhood and Indigenous Children at the Canadian Museum for Human Rights

This article examines the foundations of the Canadian Museum for Human Rights's approach and content relating to Indigenous childhoods and to Indigenous children's rights. Through an examination of existing content, I position these practices at the forefront of new scholarly literature on children and Indigenous rights. Our exhibits engage with childhood on both conceptual and experiential levels within broader Indigenous understandings about the rights of people and communities. In doing so, our exhibits connect with the public in a new way that moves intersectionality beyond only the realm of academia and works towards building reconciliation.

Human Rights to Culture, Family, and Self-Determination: The Case of Adoptive Couple v. Baby Girl

The well-being of indigenous children is a subject of major concern for indigenous peoples and human rights advocates alike. In 2013, the U.S. Supreme Court decided in Adoptive Couple v. Baby Girl that the Indian Child Welfare Act did not prevent the adoption of a Cherokee child by a non-Indian couple. This occurred over the objections of her Cherokee biological father, extended family, and Tribal Nation. After the decision, Baby Girl’s father and the adoptive couple contested the matter in a number of proceedings, none of which considered the child’s best interests as an Indian child. The tribally-appointed attorney for Baby Girl, as well as the National Indian Child Welfare Association and National Congress for American Indians, began examining additional venues for advocacy. Believing that the human rights of Baby Girl, much like those of other similarly situated indigenous children, were being violated in contravention of the United Nations Declaration on Indigenous Peoples Rights, and other instruments of international law, they asked us to bring the matter to the attention of the United Nations Special Rapporteur for Indigenous Peoples Rights (“UNSR”). We prepared a “statement of information” to alert the UNSR of the human rights violations occurring in the case. With the permission of the attorneys and organizations involved, this chapter introduces the Baby Girl case, contextualizes the claims in international human rights law, and then reproduces the statement of information and portions of the UNSR’s subsequent public statement. It concludes with an update on the Baby Girl case and broader discussion about the potential for using international law and legal forums to protect the human rights of indigenous children.

Aboriginal child welfare self-government and the rights of Indigenous children: A book review

Aboriginal child welfare self-government and the rights of Indigenous children: A book review

Perspectives of Neglect

Perspectives of Neglect

SONIA HARRIS-SHORT, ABORIGINAL CHILD WELFARE, SELF-GOVERNMENT AND THE RIGHTS OF INDIGENOUS CHILDREN: PROTECTING THE VULNERABLE UNDER INTERNATIONAL LAW, FARNHAM, ASHGATE, 2012

La professeure Sonia Harris-Short, de l’Universite de Birmingham (Royaume-Uni), propose ici un ouvrage eclairant sur la question de la protection des droits des enfants autochtones dans un contexte de decolonisation. Specialiste des politiques et du droit familial et directrice du Centre for Professional Legal Education and Research, la professeure Harris-Short s’interesse plus particulierement aux droits fondamentaux et aux droits des enfants.

Aboriginal Child Welfare, Self-Government and the Rights of Indigenous Children. By SONIA HARRIS-SHORT.

Aboriginal Child Welfare, Self-Government and the Rights of Indigenous Children. By SONIA HARRIS-SHORT.

Language, culture and identity in the transition to primary school: Challenges to indigenous children's rights to education in Peru

This paper analyses a ‘critical moment’ in the educational trajectories of young indigenous children in Peru: the transition to primary school. It addresses the inequalities in educational services that affect indigenous children, before looking at the micro-level processes that take place in school settings, through a focus on two selected case studies from the Young Lives study of childhood poverty. Using longitudinal information collected in two consecutive years, the case studies show how the children's language and culture are excluded from school premises and their very identity as children and indigenous people is disregarded, negatively affecting their educational performance.

Addressing systemic neglect of young indigenous children's rights to attend school in the northern territory, Australia

Indigenous children in the Northern Territory (NT) of Australia have the highest school non‐attendance rates and the lowest literacy and numeracy outcomes in Australia. The NT Department of Health and Families classifies failure to send children to school as neglect, and as such, a form of child abuse. This paper contends that the failure to provide children with learning opportunities by a lack of insistence by authorities on attendance is a form of systemic neglect. It suggests that an educative approach is required to lead rather than coerce students into attending school, encouraging maximum participation in learning experiences that bridge cultural landscapes, and is inviting, inclusive and informed. The purpose of this paper is to recommend changes to ongoing systemic neglect of school truancy by examining models that build an Indigenous teaching staff and in so doing, integrate culturally responsive teaching with systemic support to produce a ‘school attending’ culture. Ethics approval for this paper has been sought and approved from the NT Catholic Education Office. Copyright © 2011 John Wiley & Sons, Ltd.

The rights of Indigenous children around the world – still far from a reality

> The principle of “all children, all rights” is still much too far from being a reality. (General Kofi Annan) There are approximately 300 million Indigenous peoples, defined as those...

Resilience, Refugees and the Rights of Children — An Immorality Play

This article discusses the legitimacy of migration laws and judicial processes that do not protect the rights of children, especially asylum-seeking detainees, as they did not protect indigenous children's rights not to be separated from their culture and families, creating generations of traumatised families and children. The author advocates an Australian human rights regime is required in a civilised society.

Women as generators of children's rights. The story of promoting indigenous children's rights in Venezuela

Women as generators of children's rights. The story of promoting indigenous children's rights in Venezuela

Capacity-Building Partnerships Between Indigenous Youth and Elders

Various strategies are discussed for creating intergenerational research opportunities that support the rights of indigenous children and youth. These strategies were developed during an international workshop that brought together indigenous elders and youth from 20 nations to discuss a global intergenerational action plan. Specific workshop goals were to (a) explore traditional values and teachings that nurture children, and (b) identify ways in which the United Nations Convention on the Rights of the Child might support indigenous peoples in developing research and training initiatives for strengthening the rights of indigenous children. The workshop applied traditional methods of mediation and dispute management to discussions of key child-rights issues relevant to indigenous children. The plan of action developed in the workshop included specific strategies for community and national level research based on information provided by Indigenous elders, children, and youth. Issues appropriate for study by inter-generational researchers include those related to discrimination, health, child protection, and increased participation of children and youth in cultural traditions.