Indigenous Adult Women, Learning and Social Justice: Challenging Deficit Discourses in the Current Policy Environment

Autor/inn/en	Acharya, Sushan; Jere, Catherine M.; Robinson-Pant, Anna
Titel	Indigenous Adult Women, Learning and Social Justice: Challenging Deficit Discourses in the Current Policy Environment
Quelle	In: Studies in the Education of Adults, 51 (2019) 2, S.268-289 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jere, Catherine M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-0830
DOI	10.1080/02660830.2019.1593307
Schlagwörter	Females; Case Studies; Indigenous Populations; Adult Learning; Sex Fairness; Sustainable Development; Informal Education; Indigenous Knowledge; Social Justice; Civil Rights; Public Policy; Foreign Countries; Disadvantaged; Activism; Political Attitudes; Adult Education; Educational Policy; Nepal + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Case study; Fallstudie; Case Study; Sinti und Roma; Adulte education; Adult training; Erwachsenenbildung; Sexualaufklärung; Nachhaltige Entwicklung; Informelle Bildung; Nichtformale Bildung; Soziale Gerechtigkeit; Bürgerrechte; Grundrechte; Zivilrecht; Öffentliche Ordnung; Ausland; Aktivismus; Politischer Protest; Political attitude; Politische Einstellung; Adult; Adults; Education; Adult basic education; Politics of education; Bildungspolitik
Abstract	Indigenous education engages directly with an overtly politicised process of knowledge construction, recognising and building on existing skills and informal learning practices within communities. Given the 2030 Sustainable Development Agenda's emphasis on social justice and gender equality, this paper sets out to explore what indigenous movements can offer in terms of developing an alternative approach to adult learning based on a rights perspective. The article compares the documentary analysis of policy on indigenous women and adult education internationally with a case study of indigenous movements and government policy in Nepal. The analysis reveals that international policy recognises indigenous women as a particularly marginalised group, but is not informed by a transformative notion of empowerment nor consideration of the implications of indigenous knowledge for mainstream education. In Nepal, indigenous federations and the government non formal education programmes similarly aim to impart skills for a modernised economy. However, women's indigenous movements are committed to developing capabilities and creating new spaces for indigenous women to engage in political debate and representation. This politicised informal learning offers insights for developing the cross-sectoral rights-based adult education envisaged in the 2030 Sustainable Development Agenda. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01