Video / Audio - LifeMosaic Resources
Ëtï mëlë lo apëitop katop? Wayana haponkom lo kuptë tïpatakom apëitop eneja fabriektom bedrijftom patame malalë tulesitom pëk eitohme huwa. Helë video tïwë ulë eitop ëtïtop ipohnëptop enepoja lo apëitop tïwëlënkomoja aptao. Helëjao henejatëi Azië, Afrika malalë Amerika lonpo Wayana haponkom ohanëmatop ipatakom apëitop tïwëlënkomoja akenamehle aptao. Tëweitopkom ekalëja tot tïwëlënkom neneme nipanakmame huwa.
Ta katop mëlë Ёwuhnёptop Tulakanemuja katop? Helë video mënenepoja companytomoja kaliponotom ewuhnëptop ise tëweitopkom ïpotohme ejahe lo kuptë malalë koni eitopjao industrie patatom ipïnanïptop ejahe huwa. Helëkom tuwalë kaliponotom aptao tïhap mënëtïjatot tïpatakom ikulunmatohpëk tïwëlënkom tumëkhe ipatakëhe ëtïkom ïhe aptao. Sin man ahpelahle eitop tïwëlënkom nenetpï Cameroon ponokom Indonesia ponokom malalë Paraguay ponokom helëkom epone. Helë video man 14 minuten katïp kupime iweitop.
Pamulaan - Centre for Indigenous Peoples Education - Pamulaan is an indigenous university created for the indigenous youth of the Philippines. Its main task to create culturally appropriate and relevant degree level courses, producing indigenous graduates with knowledge and skills but still rooted in their own cultures. (LifeMosaic 2019)
The Misak indigenous people, from the south of Colombia, experienced almost complete cultural, territorial and linguistic loss, before taking back their ancestral lands in the 1970s, going on to rejuvenate their culture, reclaim their traditions and strengthen their autonomy. Today 95% of Misak speak their mother tongue. Nine out of ten youth who leave the territory, return. How have the Misak done this? And what role has their own indigenous education system played? (LifeMosaic 2019)
The TUGDAAN Mangyan Center for Learning and Development is an educational institution dedicated to serve the 8 Mangyan tribes of Oriental and Occidental Mindoro, The Philippines. Tugdaan High School, for children aged 11-18, was set up in the community of Paitan in 1989 after many discussions with the elders who had reflected that they are being discriminated against and tricked by lowlanders and felt this was due to their education levels being very low. They developed their dream to educate their youth without compromising their deeply rooted cultural beliefs, knowledge and practices. (LifeMosaic 2019)
The seeds of indigenous education in Indonesia - Samabue Indigenous School was set up in 2016 in West Kalimantan. It runs as an after-school club to serve indigenous children who attend the mainstream government run school and focuses on giving children a rooting in their own traditional knowledge and culture. Teachers are indigenous volunteers and local elders who foster communication between the generations. (LifeMosaic 2019)
This film documents the gathering of indigenous educators from across Indonesia and the Philippines in Kaseputan Ciptegalar, West Java. They discussed the problems: “The existing education system teaches ‘ilmu pergi’ - the science of leaving.” (Sarno Maulana, Pasawahan school, West Java). And they developed a vision of the future: "It is important for us to start our own education - our indigenous education. So we are the ones who determine its methods, we are the ones who determine its contents, and all of this within our territory.” (Jhontoni Tarihoran, BPAN) (LifeMosaic)
Community members from Sarayaku in Ecuador discuss what leadership means to them, and how it is practised in their territory.
What are land grabs? Why are they happening, and what are their impacts? Indigenous communities around the world are seeing their lands threatened by the extractive and agro-industries, by conservation schemes and by tourism developments. This video looks into the scale, drivers, and impacts of the global rush for land. In this video we hear from indigenous peoples from Asia, Latin America and Africa who have first hand experience of the impacts of land grabs.