Indigenous Culture Education And Globalization

The book explores the growing tension between indigenous education, the teaching and learning of native knowledge, cultural heritage and traditions and the dynamics of globalization from the Asian perspective. It brings together a distinguished and multidisciplinary group of Asian scholars and practitioners from Nepal, Korea, India, Japan, Thailand, Indonesia, the Philippines, Hong Kong, Taiwan, mainland China, and the United States. After showcasing six in-depth case studies of local cultural traditions from East, South and Southeast Asia, the book examines a variety of pedagogical strategies in the teaching and learning of indigenous knowledge and culture in the region, reflecting both international trends and the distinctive local and regional characteristics resulting from the tremendous diversity within Asian societies.

Authored as a result of a remarkable collaboration between indigenous people's own leaders, other social activists and scholars from a wide range of disciplines, this volume explores what is happening today to indigenous peoples as they are enmeshed, almost inevitably, in the remorseless expansion of the modern economy and development, at the behest of the pressures of the market-place and government. It is particularly timely, given the rise in criticism of free market capitalism generally, as well as of development. The volume seeks to capture the complex, power-laden, often contradictory features of indigenous agency and relationships. It shows how peoples do not just resist or react to the pressures of market and state, but also initiate and sustain "life projects" of their own which embody local history and incorporate plans to improve their social and economic ways of living.

At its first session, the United Nations Permanent Forum on Indigenous Issues (UNPFII) requested the United Nations System to produce a report on the state of the world’s indigenous peoples (SOWIP). The first edition covered all six thematic areas of the Forum’s mandate (Economic and social development, Culture, Environment, Education, Health and Human rights. The second edition focused on Indigenous Peoples’ Access to Health Services. This third edition of SOWIP provides a comprehensive overview of the current achievements and challenges facing indigenous peoples centred on the theme of education. The report is evidence-based, through seven chapters that will depict the situation in the seven socio-cultural regions determined to give broad representation of the world’s indigenous peoples (Africa; Arctic; Asia; Central and South America and the Caribbean; Central and Eastern Europe, Russian Federation, Central Asia and Transcaucasia; North America; and the Pacific).

Indigenous education is one of the great challenges facing humanity in the historic quest for a democratic and peaceful future. The 370 million Indigenous peoples of the world demand that the racist and colonial wrongs of the past be recti ed and that they stand as equals in confronting the social, political and cultural problems that surround us all. Education offers a way forward, whether concerned with the public good, schooling for all citizens including universal primary education and expanding secondary education, the education of women regardless of background, the inclusion of local cultures, literacy and numeracy for all as a democratic right and the provisionof comprehensiveeducationthat enables both personal aspiration, cultural satisfaction and economic pathways. What this means is that all children no matter where they live, no matter what theirbackgroundorthecolouroftheirskinshouldexpecttohaveaccesstoeducation of the highest quality. This does not impose a particular style of education for local communitiesbut respects that educationaldirections must be decidedindependently by countries themselves. Within this general context, there is also something most profound about Indigenous knowing, of appreciating Indigenous perspectives and applying these across all knowledge, across all subjects of a curriculum. Rather than accepting the one often highly conservative and dominant view of knowledge, teaching and learning for all schools, Indigenous perspectives offer other insights and means of analysis, re ection and critique. These can open up elds of creative and critical learning for all children, including the dispossessed, marginalised and disenfranchised.

Containing both theoretical discussions of globalization and specific case analyses of individual African countries, this collection of essays examines the intersections of African education and globalization with multiple analytical and geographical emphases and intentions.

Globalization, Education and Social Justice, which is the tenth volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, presents up-to-date scholarly research on major discourses concerning global trends in education, social justice and policy research. It provides an easily accessible, practical yet scholarly source of information about the international concern in the field of social justice, globalisation, and policy research. Above all, the book offers the latest findings to the critical issues in education and social justice globally. It is a sourcebook of ideas for researchers, practitioners and policy makers in education, globalisation and social justice education reforms around the world. It offers a timely overview of current issues in social justice affecting education policy research in the global culture. It provides directions in education, and policy research, relevant to transformational educational reforms in the 21st century. The book critically examines the overall interplay between globalisation, education reforms, and social justice. It draws upon recent studies in the areas of globalisation, social justice education reforms and the role of the State. It explores conceptual frameworks and methodological approaches applicable in the research covering the State, globalisation, equity, education, and social justice. It demonstrates the neo-liberal ideological imperatives of education and policy reforms, and illustrates the way the relationship between the State and education policy affects current models and trends in education reforms for social justice and schooling globally. Various book chapters critique the dominant discourses and debates pertaining to the politics of social justice and education globally and the newly constructed and re-invented models of neo-liberal ideology in education and policy reforms. Using a number of diverse paradigms in comparative education research, ranging from critical theory to post-structuralist discourses, the authors, by focusing on globalisation, social justice and democracy, attempt to examine critically both the reasons and outcomes of education reforms and policy change for social justice. The volume offers a more informed critique on the Western-driven models of education reforms and implications for social justice. The book also draws upon recent studies in the areas of equity, cultural capital and dominant ideologies in education. The general intention is to make Globalization, Education and Social Justice available to a broad spectrum of users among policy-makers, academics, graduate students, education policy researchers, administrators, and practitioners in the education and related professions.

Papers based on the 1997 Fulbright Symposium of the same name.