CHAGS13, Dublin – Hunter-Gatherers and formal education: Challenges and opportunities

Abstract:

Research shows that for hunter-gatherers, experiences with formal education mirror their general socioeconomic and political marginalization and engagement with the encompassing state. Hunter-gatherer children participate in education at rates lower than these for neighboring groups. For those attending school, linguistic and cultural alienation as well as stigma and discrimination by other students and teachers are commonly reported. Targeted initiatives, such as inclusive policies and curricula, or financial or other material support, while important, have brought little tangible results for hunter-gatherer communities.

At the same time, formal education has become increasingly important for marginalized groups who seek access to knowledge and networks that can help them emancipate politically and economically in the new global order. Hunter-gatherers need access to education that recognizes and respects their histories, knowledge systems and current value to the wider society.

Under the theme of Living Well Together, we invite papers that critically explore the current conditions under which hunter-gatherer children participate in formal education. We seek submissions focusing on both the challenging and the positive aspects of educational policy, theory, and practice as they relate to the experiences of hunter-gatherer communities. We welcome varied methodological approaches, ranging from ethnography to historical or archival studies; comparative research or studies focusing on individual cases. With an emphasis on advocacy, we invite scholars for a joint discussion on potential positive impacts and opportunities for research-based interventions.

The panel is organized by the Research and Advocacy Group for Hunter-Gatherer Education.

Keywords: education, policy, practice, barriers, inclusion