Formal education systems often exclude, neglect, or devalue the traditional ecological knowledge and skills of Indigenous societies; this can lead to cultural erosion and knowledge decline. This article describes how these dynamics affect hunter-gatherer groups,…

This paper focuses on the production, sharing and transformation of knowledge among the Raute, a nomadic hunter-gatherer community from Nepal. This paper has three primary aims: 1) to explore how Raute children acquire knowledge; 2)…

This article describes the Cultural Evolution Society (CES) funded Working Group on Hunter–Gatherer Education, which has a focus on hunter–gatherer communities’ ongoing efforts to control their own educational options and to secure sustainable livelihoods. Working with…

Universal formal education is a major global development goal. Yet hunter-gatherer communities have extremely low participation rates in formal schooling, even in comparison with other marginalized groups. Here, we review the existing literature to identify…

We examine from whom children learn in mobile hunter-gatherers, a way of life that characterized much of human history. Recent studies on the modes of transmission in hunter-gatherers are reviewed before presenting an analysis of…

Young children and adolescents in subsistence societies forage for a wide range of resources. They often target child-specific foods, they can be very successful foragers, and they share their produce widely within and outside of…

This chapter focuses on the relation between play, work and learning among San and Hadza post-forager children in Southern and East Africa. Pre-school and non-school attending San and Hadza children structure their daily lives based…

Schooling is part of a global effort to help Indigenous peoples adapt to their changing social and ecological worlds and assert their human rights. There is ongoing discussion among anthropologists and educational researchers as to…

Out of School Education and Training (OSET) launched in New Xade – the largest settlement for San in Botswana – in 2007. It is geared towards training children who dropped out of formal education. The…

Teaching is cross-culturally widespread but few studies have considered children as teachers as well as learners. This is surprising, since forager children spend much of their time playing and foraging in child-only groups, and thus,…

The purpose of this study is to look at how access and equity in education have been addressed by communities and their various stakeholders through collaboration. Group cohesion and partnership with others are obvious dynamics…

While studies of San children have attained the peculiar status of having delineated the prototype for hunter-gatherer childhood, relatively few serious ethnographic studies of San children have been conducted since an initial flurry of research…

This special issue focuses on the role of education in the lives of contemporary hunter-gatherers. Though extremely diverse, hunter-gatherer groups share some common characteristics in regards to their social structure and their relations with surrounding…

This article focuses on the imposition of modern education upon the foraging Raute people and the ways in which this project has been both reluctantly accepted and actively resisted by the Raute. The Nepalese government…

In the Republic of the Congo, a network of schools founded in 2006 have been specifically developed to educate BaYaka children. Run by Catholic missionaries (ASPC, “Association des Spiritains du Congo”) and supported primarily by…