Indigenous adult women, learning and social justice: Challenging deficit discourses in the current policy environment
Indigenous adult women, learning and social justice: Challenging deficit discourses in the current policy environment
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土著成年妇女、学习和社会正义：当前政策环境中挑战赤字话语
DOI：
10.1080/02660830.2019.1593307
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
A. Robinson
中科院分区：
文献类型：
--
作者：
Sushant Acharya;Catherine M. Jere;A. Robinson
土著教育直接参与了一个明显政治化的知识建构过程，承认并建立在社区现有技能和非正式学习实践的基础上。鉴于《2030年可持续发展议程》强调社会正义和性别平等，本文将探讨土著运动在基于权利视角制定成人学习替代方法方面可以提供什么。这篇文章比较了国际上对土著妇女和成人教育政策的文献分析与尼泊尔土著运动和政府政策的案例研究。分析表明，国际政策承认土著妇女是一个特别边缘化的群体，但是没有考虑到赋予权力的变革概念，也没有考虑到土著知识对主流教育的影响。在尼泊尔，土著联盟和政府的非正规教育项目同样旨在传授现代化经济所需的技能。然而，土著妇女运动致力于发展能力，并为土著妇女参与政治辩论和代表创造新的空间。这种政治化的非正式学习为发展《2030年可持续发展议程》所设想的基于权利的跨部门成人教育提供了见解。
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.