Erika Sarivaara, Pigga Keskitalo, Kirk Anderson, Diane Hirscherg, Heidi Harju-Luukkainen, Ylva Jannok Nutti, Huia Jankhe, Eeva-Liisa Rasmus-Moilanen, Rauna Rahko-Ravantti, Asnake Tarekegn, Eglé Stasiūnaitienė

Tutkimustuotokset: KonferenssiesitysKonferenssipaperiTieteellinen


Article 14 of the United Nations (UN) Declaration on the Rights of Indigenous
Peoples called for ‘Indigenous peoples have the right to establish and control their
educational systems and institutions providing education in their own languages, in
a manner appropriate to their cultural methods of teaching and learning’.
Furthermore, the Declaration calls for states to ‘… in conjunction with Indigenous
peoples, take effective measures, for Indigenous individuals, particularly children,
including those living outside their communities, to have access, when possible, to
an education in their own culture and provided in their own language’ (United
Nations, 2007). To achieve this, UNESCO supports education reflecting Indigenous
and mainstream perspectives as part of teacher education for both Indigenous and
non-Indigenous students.
This call for Indigenous education arises from a post-assimilation (and
decolonisation and transformation) era in which at least two main goals have
emerged. First, specific to Indigenous peoples is the need to preserve and indeed
revitalize Indigenous cultures and languages are critical to their future success;
hence, they are topical issues. Second, important to both Indigenous and nonIndigenous peoples is the need to increase knowledge of Indigenous histories,
circumstances and challenges, increasing equity for Indigenous people. Reflective of
these two points, all preservice teaching students need to gain the level at which
they are prepared to consider the diverse needs of all students at educational
institutions. Teacher education then in Indigenous contexts needs to educate
teachers to teach Indigenous languages, cultures and curricular issues to Indigenous
students and those who are involved in Indigenous regions from a culturally
inclusive perspective. To achieve these goals, all institutions involving Indigenous
regions should give study credits to both Indigenous and mainstream students, as
well as produce research-based knowledge to increase competency in Indigenous education issues. With these measures, teachers are preparing for the sustainable
future of all students both now and in the future. These measures are now in place
at a variety of levels, including different kinds of policies on how Indigenous
education rights can be realised. Presently, globalism and the move of Indigenous
people to suburban areas raise new challenges for education to preserve Indigenous
languages, cultures and identities.
TilaLähetetty julkaisijalle - 2022
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