When Indigenous and Modern Education Collide
When Indigenous and Modern Education Collide
复制标题
当本土教育与现代教育碰撞时
DOI：
10.1007/978-1-4020-9739-3_4
复制
发表时间：
2007
期刊：
影响因子：
--
通讯作者：
Leisy T. Wyman
中科院分区：
文献类型：
--
作者：
Alberto Arenas;Iliana Reyes;Leisy T. Wyman
据估计，全世界有3亿土著人，约占世界人口的5%（儿童基金会因诺琴蒂研究中心，2004年）。尽管有如此重要的存在，国家的教育体系却忽视、最小化或嘲笑他们在西方接触之前和之后的历史，以及他们对社会和环境可持续性的文化贡献。只是从1960年代以来，世界各地的教育部、区域实体和社区团体才制定了教育方案，设法拯救和保护土著群体的价值观、习俗、语言和知识体系，包括它们与当地生态系统的关系;每个群体内部的社会关系;以维持生计为基础的生产，如农业、畜牧业、狩猎和采集技术;和Languagu旅游，艺术，游戏和其他文化方面（例如，Barnach-Calbo Martinez，1997;埃尔南德斯，2003; May，1999; May and Aikman，2003; Neil，2000）。这些教育努力力求恢复土著人民自己的历史和身份，帮助他们抵制同化于周围主流社会的压力。
There are an estimated 300 million indigenous people worldwide, roughly 5% of the world’s population (UNICEF Innocenti Research Centre, 2004). Despite this significant presence, national schooling systems have ignored, minimized, or ridiculed their histories pre- and post-Western contact, as well as their cultural contributions toward social and environmental sustainability. Only since the 1960s have ministries of education around the world, regional entities, and community-based groups set up education programs that seek to rescue and protect the values, practices, languages, and knowledge systems of indigenous groups, including their relationship to local ecosystems; social relationships within each group; subsistence-based production, such as agricultural, pastoral, and hunting and gathering techniques; and language, art, games and other cultural aspects (e.g., Barnach-Calbo Martinez, 1997; Hernandez, 2003; May, 1999; May and Aikman, 2003; Neil, 2000). These educational efforts have sought to recover indigenous peoples’ own history and identity to help them resist the pressure to assimilate into the surrounding dominant societies.