Video / Audio - Indigenous Education
Mereana Taki is an indigenous Maori. In this video she shares the Maori views of learning, intelligence, and child development.
This video brings the voices and minds of campesinos from Cusco, Peru. They explain what school they want for their children. What education is needed for life to flourish and for the strength of ancestral times to be carried over to new generations. Over the past decade the Nucleus for Andean Cultural Affirmation has been working in Cusco with groups of rural teachers and parents in order to attain an understanding of education and cultural diversity. The reflections they make on the way in which Andean children learn of both worlds, Western and Andean, lead them to unexpected conclusions that deserve to be listened to and taken into account.
Shidhulai Swanirvar Sangstha was founded in 1998 to help poor, marginalised communities living in the remote Chalanbeel region of Bangladesh to develop sustainable livelihoods. Shidhulai has achieved this by building up a fleet of flat-bottomed boats, all made with locally available materials, that make their way through the shallow rivers and canals of the Chalanbeel to bring a range of educational services and renewable energy supplies to water-side families. The boats use solar PV modules to generate all the electricity they need to provide daily classes in primary education for children, libraries, training in sustainable agriculture, health advice, mobile phone and internet access and battery-charging facilities. Shidhulai has also provided villagers with 13,500 solar-home-systems, 2,500 lanterns and 15,000 bicycle pumps that deliver between 60 and 100 litres of water per minute - enough to irrigate half a hectare of land during the dry season. By putting into practice the agricultural techniques they have learnt on the boats and using the renewable energy devices, farmers have been able to significantly increase their income and reduce the use of synthetic pesticides, with about one third of farmers eliminating their use altogether.
The Misak are an indigenous people whose territories are located in Cauca, Colombia. As with many indigenous peoples in Latin America, the Misak lost large parts of their territory during colonial rule. In the 1970s, they started a process of land reclamation and were eventually successful in gaining formal land rights recognition. Since then the Misak developed Plan de Vida as a tool for self-determined development to ensure their gains would be preserved for future generations.
Based on Dadang Pohon Tua’s song, “Siapa Lagi Kalau Bukan Kita” (“If not us then who”), each singer sings the chorus in their mother tongue language. Their message is clear: Speak your mother tongue with pride!
The Kichwa tribe in the Sarayaku region of the Amazon in Ecuador believe in the ‘living forest’, where humans, animals and plants live in harmony. They are fighting oil companies who want to exploit their ancestral land. A delegation of indigenous people are at the Paris COP21 climate conference to make sure their voices are heard. Can they win their battle? (The Guardian, 2015).
Who are indigenous peoples, what do they have to offer this world of ours? How are they being affected by the ever accelerating development of the world we live in? What are the safeguards that are being put in place that will help protect them and why should we need these safeguards to ensure that indigenous peoples are in control of their own destiny? Some of the answers to these questions can be found in this animation (Asia Indigenous Peoples Pact, 2014).
The Next Generation Indigenous Peoples Leadership Training took place in Sungai Utik longhouse in March 2014 bringing together over 20 young indigenous leaders from the Philippines and Indonesia including participants from Sungai Utik itself. This is a short film about the training. (AMAN / The Samdhana Institute / LifeMosaic, 2014)