Relevant bibliographies by topics / Indigenous education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Indigenous education'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Indigenous education"

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Pereira, Jamilli Santos Martins, Cleber Macedo de Oliveira, Amanda Alves Fecury, Carla Viana Dendasck, and Claudio Alberto Gellis de Mattos Dias. "Indigenous formal education within the scope of Professional and Technological Education (EPT)." Núcleo do Conhecimento 05, no. 01 (2022): 47–59. https://doi.org/10.32749/nucleodoconhecimento.com.br/education/indigenous-formal-education.

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Education can mean the link between non-Indigenous people and indigenous people. Law 12,711/2012 deals with the obligation to reserve places in federal universities and institutes, combining public school attendance with income and ethnicity. The construction of professional education courses integrated with indigenous school education must consider the impasses, as well as the potentialities, in the relationship between indigenous knowledge and practices and technical-scientific knowledge, as well as the possibility that indigenous peoples will actually enroll in them your own perspective. Th
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Magga, Ole-Henrik. "Indigenous Education." Childhood Education 81, no. 6 (2005): 319–20. http://dx.doi.org/10.1080/00094056.2005.10521319.

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Wigglesworth, Gillian. "Remote Indigenous education and translanguaging." TESOL in Context 29, no. 1 (2020): 95–113. http://dx.doi.org/10.21153/tesol2020vol29no1art1443.

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Indigenous1 children living in the more remote areas of Australia where Indigenous languages continue to be spoken often come to school with only minimal knowledge of English, but they may speak two or more local languages. Others come to school speaking either a creole, or Aboriginal English, non-standard varieties which may sound similar to English, which gives them their vocabulary, while differing in terms of structure, phonology and semantics and pragmatics. This paper begins with a discussion of the linguistic contexts the children come from and the school contexts the children enter int
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Mardon, Austin, and Razan Ahmed. "THE EDUCATION GAP IN INDIGENOUS COMMUNITIES: CANADA’S REALITY." SocioEdu: Sociological Education 4, no. 2 (2023): 48–52. http://dx.doi.org/10.59098/socioedu.v4i2.1181.

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Canada’s history with the indigenous community is a long and complex. History which spills over to current events in society and impacts the Indigenously community greatly till this day. This country has a concerning Indigenous Education Gap—a disparity in educational achievement between Indigenous and non-Indigenous people. The Indigenous Education Gap is widening and rising quickly across Canada. Bridging the education gap is thus a critical component of any plan for enhancing the prosperity, health, and well-being of Canada's indigenous population, as well as eliminating marginalization. Ed
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Luke, Allan. "On Indigenous education." Teaching Education 20, no. 1 (2009): 1–5. http://dx.doi.org/10.1080/10476210902724011.

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May, Stephen. "Indigenous immersion education." Journal of Immersion and Content-Based Language Education 1, no. 1 (2013): 34–69. http://dx.doi.org/10.1075/jicb.1.1.03may.

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This article outlines key developments internationally over the last 40 years in indigenous immersion education. Most notable here has been the establishment of community-based, bottom-up immersion programs, instigated by indigenous communities with the aim of maintaining or revitalizing their indigenous languages. As such, the article addresses a relative lacuna in immersion education literature, which has to date focused primarily on second- and foreign-language contexts. The article first provides a wider sociohistorical and sociopolitical context, focusing on key developments in internatio
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Hermes, Mary, and Keiki Kawai'ae'a. "Revitalizing indigenous languages through indigenous immersion education." Language Immersion Education 2, no. 2 (2014): 303–22. http://dx.doi.org/10.1075/jicb.2.2.10her.

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This article provides a context for understanding indigenous immersion education and the issues surrounding the model as a critical strategy for revitalization of indigenous languages. Through articulating narratives and drawing on literatures internationally, an image of indigenous language education models emerges. Inspired by strong heritage language learner identities, program models are shaped around building family and community relationships, revitalizing cultural traditions and practices, and re-establishing indigenous language identity in its homeland. Indigenous language immersion mo
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Despagne, Colette. "Indigenous Education in Mexico: Indigenous Students' Voices." Diaspora, Indigenous, and Minority Education 7, no. 2 (2013): 114–29. http://dx.doi.org/10.1080/15595692.2013.763789.

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Sumida Huaman, Elizabeth. "Comparative Indigenous education research (CIER): Indigenous epistemologies and comparative education methodologies." International Review of Education 65, no. 1 (2019): 163–84. http://dx.doi.org/10.1007/s11159-018-09761-2.

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Soni, Amit. "Indigenous Knowledge System in Formal Education." Indian Journal of Research in Anthropology 10, no. 1 (2024): 7–9. http://dx.doi.org/10.21088/ijra.2454.9118.10124.1.

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The knowledge system of a community or a OOHG POWHG WK WPH WKK WKH QGHWQGQ QGQ HO OH HHHQH EQO WHKQO QG OH KK WPH WHWHG GQ WKQ QH HQHWQ QG HG Q WGWQ can be termed as Indigenous Knowledge System (IKS).It is also referred to astraditional knowledge (TK), Local Knowledge, Folk Knowledge, Tribal Knowledge, Indigenous Technical Knowledge (ITK), and many more similar terms. Indigenous knowledge is an integral part of the culture of a native community.
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Dissertations / Theses on the topic "Indigenous education"

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Hogarth, Melitta D. "Addressing the rights of Indigenous peoples in education: A critical analysis of Indigenous education policy." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/118573/1/Melitta_Hogarth_Thesis.pdf.

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For far too long, Aboriginal and Torres Strait Islander peoples' voices have been silenced. This study critically analyses the National Aboriginal and Torres Strait Islander Education Strategy 2015 through the lens of the Coolangatta Statement on Indigenous peoples' rights in Education. Focus is placed on how the Strategy addresses the rights of Aboriginal and Torres Strait Islander peoples in education when seeking to improve the educational attainment of Indigenous primary and secondary students. In turn, the representations of Aboriginal and Torres Strait Islander students, parents and comm
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Kityo, Sylvester. "Primary education reform in Uganda : assimilating indigenous education." Thesis, McGill University, 1988. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61672.

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Meston, Troy A. "Coloniality, Education and Indigenous Nation Building." Thesis, Griffith University, 2022. http://hdl.handle.net/10072/419474.

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This dissertation, “Coloniality, Education and Indigenous Nation Building”, is a post-qualitative meta-analysis that examines the continuing inability of the Australian schooling system to adequately service the needs of Indigenous learners. The concepts of coloniality, education and Indigenous nation-building are used to establish the distinct parameters of my research locale. These tropes outline diffuse subtleties orchestrated to constrain Indigenous self-determination. Coloniality signifies the shift of Australia toward a modern nation, with its continuing strength contingent upon the “l
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Brady, Wendy. "Indigenous Australians and non-indigenous education in New South Wales, 1788-1968." Thesis, The University of Sydney, 1996. http://hdl.handle.net/2123/12822.

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Artieda, Teresa Laura, Yamila Liva, Victoria Soledad Almiron, and Anabel Nazar. "Education for indigenous childhood at the Indigenous Reservation Napalpí (Chaco, Argentina. 1911-1936)." Pontificia Universidad Católica del Perú, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/80331.

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En este artículo abordamos la educación para la infancia indígena en la reducción napalpí (Chaco, Argentina) entre 1911 y 1936, donde se implementó el primer plan del estado nacional para el encierro y disciplinamiento de los indígenas sometidos, miembros de los pueblos qom, moqoit y shinpi’, en un escenario altamente conflictivo de campañas militares del estado nacional por el control territorial y político de los dominios indígenas, la expansión del capitalismo y la proletarización de esas poblaciones.Analizamos el proyecto de escolarización de la infancia indígena de la reducción, presentam
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Valencia, Mireya. "Restoring Reciprocity: Indigenous Knowledges and Environmental Education." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/pomona_theses/224.

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Environmental education in the U.S. has been slow to incorporate Indigenous knowledges, with most pre-university curriculum centering around Western science. I believe incorporating Indigenous knowledges into environmental education can promote reciprocal, critical, and active human-nature relationships. While Indigenous knowledges should infiltrate all levels of environmental education, I argue that alternative forms of education which operate outside the formal school system might present the fewest immediate obstacles.
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Reid, O'Connor Bronwyn L. "Exploring a Primary Mathematics Initiative in an Indigenous Community School." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/398092.

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An important focus in Indigenous education research focuses on equitable educational experiences to support student outcomes. This study explored the implementation of a mathematics education initiative in an Australian Indigenous community school aimed at raising students’ mathematics proficiency over a 7-month period. The initiative was informed by current scholarship focused on effective practices in mathematics education, and explored how teachers implemented a mathematics education initiative, and factors that influenced the development of students’ mathematical proficiency. To achieve th
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Nimmer, Natalie E. "Documenting A Marshallese Indigenous Learning Framework." Thesis, University of Hawai'i at Manoa, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10757762.

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<p> While many Marshallese learners thrive in school environments, far more have struggled to find academic success, both at home and abroad. While this has been documented by educational researchers for decades, there is a dearth of research about how Marshallese students learn most effectively. Examining culturally-sustaining educational models that have resulted in successful student outcomes in other indigenous groups can inform strategies to improve educational experiences for Marshallese students. Understanding how recognized Marshallese experts in a range of fields have successfully lea
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Santana, Colin Yasmani. "Indigenous Youth´s Experiences at the Undergraduate Program in Indigenous Education, Mexico. Professionalization and Identity." Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/112546.

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El presente trabajo busca contribuir, de un lado, a la discusión  de la imagen homogénea, que en algunos casos se configura sobre quiénes son y somos los estudiantes indígenas, y por otro, al conocimiento de los retos y desafíos que enfrentamos los jóvenes indígenas en programas académicos. Presento las experiencias educativas de jóvenes provenientes de distintos grupos originarios, hombres y mujeres formados en la Licenciatura en Educación Indígena (LEI) en la Universidad Pedagógica Nacional - Unidad Ajusco, en la Ciudad de México. Y retomo algunas entrevistas realizadas a egresados de la gen
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Sheehan, Norman. "Indigenous knowledge and higher education : instigating relational education in a neocolonial context /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17681.pdf.

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Books on the topic "Indigenous education"

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Jacob, W. James, Sheng Yao Cheng, and Maureen K. Porter, eds. Indigenous Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9355-1.

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Burridge, Nina, Frances Whalan, and Karen Vaughan, eds. Indigenous Education. SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-888-9.

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Taieb, Si Belkacem. Decolonizing Indigenous Education. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137415196.

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Chinn, Pauline W. U., and Sharon Nelson-Barber, eds. Indigenous STEM Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30451-4.

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Chinn, Pauline W. U., and Sharon Nelson-Barber, eds. Indigenous STEM Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-30506-1.

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van Wyk, Berte, and Dolapo Adeniji-Neill, eds. Indigenous Concepts of Education. Palgrave Macmillan US, 2014. http://dx.doi.org/10.1057/9781137382184.

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McKinley, Elizabeth Ann, and Linda Tuhiwai Smith, eds. Handbook of Indigenous Education. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-1839-8.

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Kickett, Marion, Pat Dudgeon, Trevor Satour, et al. Transforming Indigenous Higher Education. Routledge, 2023. http://dx.doi.org/10.4324/9781003323372.

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Heber, Robert Wesley. Indigenous education: Pacific nations. Centre for International Academic Exchange, First Nations University of Canada, 2009.

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Heber, Robert Wesley. Indigenous education: Pacific nations. Centre for International Academic Exchange, First Nations University of Canada, 2009.

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Book chapters on the topic "Indigenous education"

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Hooley, Neil. "Indigenous Education." In Narrative Life. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9735-5_5.

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Lovern, Lavonna L. "Education." In Global Indigenous Communities. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69937-6_6.

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Champagne, Duane W. "Indigenous Higher Education." In Indigenous Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_5.

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Jacob, W. James, Sheng Yao Cheng, and Maureen K. Porter. "Global Review of Indigenous Education: Issues of Identity, Culture, and Language." In Indigenous Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_1.

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O’Dowd, Mina. "The Sámi People in Scandinavia: Government Policies for Indigenous Language Recognition and Support in the Formal Education System." In Indigenous Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_10.

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Boshier, Roger. "Learning from the Moa: The Challenge of Māori Language Revitalization in Aotearoa/New Zealand." In Indigenous Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_11.

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Genova, Evelisa Natasha. "Heteroglossia: Reframing the Conversation Around Literacy Achievement for English Language Learners and American Indian/Alaska Native Students." In Indigenous Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_12.

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Porter, Maureen K. "Somos Incas: Enduring Cultural Sensibilities and Indigenous Education." In Indigenous Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_13.

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Scaglion, Richard. "History, Culture, and Indigenous Education in the Pacific Islands." In Indigenous Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_14.

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Shizha, Edward. "Reclaiming Indigenous Cultures in Sub-Saharan African Education." In Indigenous Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9355-1_15.

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Conference papers on the topic "Indigenous education"

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Zuercher, Deborah, Paul Tauiliili, Ivy Yeung, and Jill Sanders. "INDIGENIZING THE DISTANCE: INDIGENOUS INSTRUCTOR PERSPECTIVES' ON EMERGING TECHNOLOGY." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0044.

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García-Silva, Erika, Alicia García-Holgado, Lucía García-Holgado, Nastaran Shoeibi, and Sonia Verdugo-Castro. "Retos Indigenius, Inspiring STEM Vocations in Indigenous Students." In 2024 International Symposium on Computers in Education (SIIE). IEEE, 2024. http://dx.doi.org/10.1109/siie63180.2024.10604635.

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Williams, Maria. "Activism and Indigenous Education." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1681832.

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Brant, Jennifer. "Indigenous Cultural Safety in Canadian Teacher Education: Examining Indigenous Requirement Courses." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1687324.

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Shay, Marnee, Jodie Miller, and Suraiya Abdul Hammed. "Exploring excellence in Indigenous education in Queensland secondary schools." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_8.

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In the national and international landscape, there is very limited exploration of cultural constructs of excellence, in particular, in Indigenous contexts. This pilot study aimed to centre the voices of Indigenous people in conceptualising excellence in Indigenous education, as well as to share understandings between Indigenous and non-Indigenous practitioners. Qualitative data collection methods were used including collaborative yarning, storying, and semi-structured interviews. Data were analysed using cross-case analysis to examine the views of educators across three school sites. Indigenou
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Plosker, Sarah, and Gautam Srivastava. "Cybersecurity Education in Rural Indigenous Canada." In 2021 IEEE Canadian Conference on Electrical and Computer Engineering (CCECE). IEEE, 2021. http://dx.doi.org/10.1109/ccece53047.2021.9569147.

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Greene, Ciarra, and Michelle Montgomery. "INDIGENOUS SPEAKER SERIES – A PLATFORM PROMOTING INDIGENOUS KNOWLEDGE, RESEARCH, EDUCATION AND FUTURE GENERATIONS." In GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-359834.

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Brant, Jennifer. "Examining Indigenous Experiences in Teacher Education Through an Ethic of Indigenous Maternal Methodology." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1893378.

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Patterson, Marc D., and Samantha Gardyne. "Indigenous Multilingual Education in Vhembe, South Africa." In ICSD 2021. MDPI, 2022. http://dx.doi.org/10.3390/environsciproc2022015018.

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Estrina, Tatiana, Shengnan Gao, Vivian Kinuthia, Sophie Twarog, Liane Werdina, and Gloria Zhou. "ANALYZING INDIGENEITY IN ACADEMIC AND ARCHITECTURAL FRAMEWORKS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end091.

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While the Truth and Reconciliation Commission of Canada fosters agency for Indigenous Canadians, this mandate like others, attempts to Indigenize an existing colonial system. The acknowledgement of the Indigenous experience within academic institutions must begin with a deconstruction of educational frameworks that are enforced by pre-existing neo-colonial policies and agendas. The colonial worldview on institutional frameworks is rooted in systemic understandings of property, ownership and hierarchy that are supported by patriarchal policies. These pedagogies do not reflect Indigenous beliefs
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Reports on the topic "Indigenous education"

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Näslund-Hadley, Emma, and Haydée Alonzo. Gender, Education, and Skills in Latin America: Evidence from the Regional Learning Assessment. Inter-American Development Bank, 2024. https://doi.org/10.18235/0013270.

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Latin America has achieved considerable progress in expanding access to education, yet significant gender disparities persist in educational outcomes. These gaps are evident in enrollment, completion rates, and performance across key subjects such as mathematics, language, and science. This study explores the multifaceted drivers of these disparities, including societal norms, family expectations, and economic conditions that differentially impact boys and girls. Using data from the 2019 Regional Comparative and Explanatory Study (ERCE), the analysis highlights persistent gender-based achievem
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Renshaw, Jonathan. Guyana: Technical Note on Indigenous Peoples. Inter-American Development Bank, 2007. http://dx.doi.org/10.18235/0009127.

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The aim of this note is to provide an overview of the situation of the Indigenous Peoples of Guyana. The note covers a range of issues, including land regularisation, environment - especially mining, logging and the establishment of protected areas - economic development, education, health care and local infrastructure. In line with the Bank's Policy on Indigenous Peoples, it stresses the need to ensure Indigenous Peoples are given the opportunity to participate in the discussions and decisions relating to all Bank operations that may affect them.
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Näslund-Hadley, Emma, and Haydée Alonzo. Inequality, Education, and Skills in Latin America: Evidence from the Regional Learning Assessment. Inter-American Development Bank, 2024. https://doi.org/10.18235/0013269.

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Educational inequality remains a critical challenge across Latin America, with significant learning gaps persisting, particularly among students from marginalized and impoverished communities. Stark inequities in access to quality education and its academic benefits disproportionately affect disadvantaged students, perpetuating exclusion and segregation. This study leverages data from the 2019 Regional Comparative and Explanatory Study (ERCE 2019) to analyze educational outcomes, focusing on the challenges faced by students from low socioeconomic backgrounds and Indigenous communities. Finding
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Bustelo, Monserrat, Verónica Frisancho, and Mariana Viollaz. Unequal Opportunities for Indigenous Peoples and African Descendants. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005340.

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The indigenous peoples and African descendants in Latin America and the Caribbean are far behind the rest of the population in terms of access to education, health services, and financial services, something that is reflected in poor labor outcomes and high poverty rates. Indigenous peoples and African descendants achieve lower levels of education in their lifetime. In recent decades, the region has narrowed the years-of-education gap between the indigenous peoples and the non-indigenous population, but the differences are still large. The gaps in access to health services are clear in the mat
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Winder, Natalia, and Hugo R. Ñopo. Ethnicity and Human Capital Accumulation in Urban Mexico. Inter-American Development Bank, 2008. http://dx.doi.org/10.18235/0010902.

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This study analyzes social mobility and human capital accumulation among ethnic minorities in Mexican urban areas, exploring changes in educational attainment and labor market status and using panel data from the Mexican Family Life Survey (MFxLS). The results indicate important ethnic differences in human capital accumulation patterns, especially in education, where non-indigenous individuals seem to accumulate human capital more rapidly than individuals of indigenous descent. Also, key socio-demographic characteristics linked to those patterns of human capital accumulation seem to differ bet
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Browne, Jennifer M., and Michelle Pidgeon. Canadian Senior Student Affairs Officers’ Perspectives and Experiences Working in Higher Education. Journal of the Australian and New Zealand Student Services Association, 2025. https://doi.org/10.30688/janzssa.2025-1-07.

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The changing higher education landscape requires Senior Student Affairs Officers (SSAOs) to have dynamic and diverse competencies and skills to lead this complex work; however, there is limited research examining perceptions of skills needed for Canadian SSAOs. This article identifies skills and competencies required for this leadership role as well as issues and trends facing the field of Student Affairs and Services in Canada. Drawing on data from 75 respondents to the 2022 SSAO Survey representing Canadian universities and colleges, findings show that the top competencies required of an SSA
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Rogers, Jessa, Kate E. Williams, Kristin R. Laurens, et al. Footprints in Time: Longitudinal Study of Indigenous Children. Queensland University of Technology, 2022. http://dx.doi.org/10.5204/rep.eprints.235509.

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The Longitudinal Study of Indigenous Children (LSIC; also called Footprints in Time) is the only longitudinal study of developmental outcomes for Aboriginal and Torres Strait Islander children globally. Footprints in Time follows the development of Australian Aboriginal and Torres Strait Islander children to understand what Indigenous children need to grow up strong. LSIC involves annual waves of data collection (commenced in 2008) and follows approximately 1,700 Aboriginal and Torres Strait Islander children living in urban, regional, and remote locations. This LSIC Primary School report has
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Ñopo, Hugo R., and Alberto Gonzales. Gender and Ethnic Wage Gaps in Guatemala from a Matching Comparisons Perspective. Inter-American Development Bank, 2008. http://dx.doi.org/10.18235/0010893.

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This paper analyzes gender and ethnic wage gaps in Guatemala for the period 2000-2006, applying a matching comparisons technique, finding pronounced wage gaps along both gender and ethnic dimensions, the latter being greater. Wage gaps in Guatemala are partially explained by differences in human capital characteristics, especially education, between indigenous and non-indigenous and males and females, which calls for equalization of educational opportunities for the population. However, wage gaps are greater than differences in education would predict, which suggests the need for interventions
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Morini, Luca, and Arinola Adefila. Decolonising Education – Fostering Conversations - Interim Project Report. Coventry University, 2021. http://dx.doi.org/10.18552/glea/2021/0001.

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‘Decolonising Education – Fostering Conversations’ is a project funded by RECAP involving Coventry University (CU) and Deakin University. While originated as a comparative study focussing on exploring respective decolonisation practices and discourses from staff and student perspectives, the pandemic forced a shift where Coventry focused data collection and developments were complemented, informed and supported by literatures, histories, institutional perspectives, and methodologies emerging from Indigenous Australians’ struggle against colonialism. Our aims are (1) map what is happening in ou
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Jayakumar, Chinmayi, Payain Gangadharan, and Suganya Sankaran. Looking Inward, Looking Forward: Articulating Alternatives to the Education System for Adivasis, by Adivasis. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf0205.2023.

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The education question for the four indigenous communities of Gudalur, Tamil Nadu has been shrouded in silence by those in power, and on the rare occasions that the shroud has been lifted, the people have seldom had their say. This report explores how the Bettakurumba, Kattunayakan, Mullakurumba and Paniya communities of Gudalur have experienced the current education system so far, their understanding of the purpose of Adivasi education, and an alternate conceptualisation of educational practices geared towards greater equality and justice as understood by the people of the community.
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