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# Hunter Gatherer Education

A research and advocacy group under the International Society for Hunter Gatherer Research

## Sitemaps

- [XML Sitemap](https://www.hg-edu.org/sitemap.xml): Contains all public & indexable URLs for this website.

## Posts

- [Cultural evolution and hunter–gatherer education: towards educational self-determination](https://www.hg-edu.org/cultural-evolution-and-hunter-gatherer-education-towards-educational-self-determination/) - Read the recently published article describing 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. Hays, J. L. (2025). Cultural evolution and hunter–gatherer education: towards educational self-determination. Philosophical Transactions of the Royal Society B:
- [New article in Nature Human Behaviour - Sustainable education should include Indigenous knowledge](https://www.hg-edu.org/our-article-in-nature-human-behaviour/) - On 1 October 2025, a new comment piece was published: Hays, Jennifer, Edmond Dounias, and Velina Ninkova. "Sustainable education should include Indigenous knowledge." Nature Human Behaviour (2025): 1-3. Read full article: https://rdcu.be/eI1vt Formal education systems often exclude, neglect, or devalue the traditional ecological knowledge and skills of Indigenous societies; this can lead to cultural erosion and
- [CHAGS 2018, Hunter Gatherer Education Panel](https://www.hg-edu.org/chags-2018-hunter-gatherer-education-panel/) - Hunter Gatherer Education Organizers: Jennifer Hays, Arctic University of Norway, Tromsø (UiT); Edmond Dounias; French National Research Institute for Sustainable Development (IRD); Velina Ninkova, UiT; Sidsel Saugestad, UiT This panel held at the Twelfth International Conference on Hunting and Gathering Societies (CHAGS 12) in July 2018 focused on the role of education in the lives
- [HG-Edu Workshop 2019, Tromsø](https://www.hg-edu.org/hg-edu-workshop-2019-tromso/) - Hunter Gatherer Education: Directions for Research and Advocacy 24-25 September 2019, Arctic University of Norway, Tromsø. Workshop announcement and registration here This 2-day workshop focused on the educational challenges faced by hunters and gatherers and post-foragers. While such groups share the struggles of other indigenous peoples, they also face particular difficulties related to small group
- [Call for postdoc candidates interested in applying for a MSCA Postdoctoral Fellowship in Social Anthropology (or a related field)](https://www.hg-edu.org/call-for-postdoc-candidates-interested-in-applying-for-a-msca-postdoctoral-fellowship-in-social-anthropology-or-a-related-field/) - UiT The Arctic University of Norway has established «The Arctic MSCA-PF program» (uit.no/project/arcticmsca) to recruit excellent young researchers planning to apply for a Marie Skƚodowska-Curie Postdoctoral Fellowship (MSCA-PF) to pursue a career in research. We invite applications from promising young researchers within the field of social anthropology (or a related field). The selected candidate will
- [The double-edged sword of formal education (CES News Item)](https://www.hg-edu.org/the-double-edged-sword-of-formal-education-ces-news-item/) - Brief report on the workshop organised by the Hunter Gatherer Education Applied Working Group at the Arctic University of Tromsø, took place in March 2023.

## Pages

- [Home](https://www.hg-edu.org/) - The group focuses on issues relating to education for contemporary hunting and gathering societies. The central aim of this group is to use understandings based on scientific research to support hunter-gatherer communities’ ongoing efforts to control their own educational options and to secure sustainable livelihoods.
- [HGR Special Issue](https://www.hg-edu.org/hgr-special-issue/) - In 2019, the Hunter Gatherer Research (HGR) journal published a special issue edited by Jennifer Hays, Velina Ninkova and Edmond Dounias under the title "Hunter-Gatherer Education". Introductory Article, Hunter-gatherer education special issue Jennifer Hays, Velina Ninkova, and Edmond Dounias https://doi.org/10.3828/hgr.2019.1 Hunter-gatherers and education Jennifer Hays, Velina Ninkova, and Edmond Dounias https://doi.org/10.3828/hgr.2019.2 The freedom to stop
- [Partner organizations](https://www.hg-edu.org/partner-organizations/)
- [Active Members](https://www.hg-edu.org/active-members/)
- [CES Applied Working Group](https://www.hg-edu.org/ces-applied-working-group/) - Thanks to the Cultural Evolution Society grant, this Applied Working Group (AWG) will actively work on issues that contemporary hunter-gatherer communities face in relation to their educational options. The project ran for 18 months, ending in September 2024. The aim of the AWG was to promote better educational options for contemporary hunting and gathering societies.
- [Steering committee](https://www.hg-edu.org/steering-committee/)
- [Contact us](https://www.hg-edu.org/contact-us/)
- [Member Charter](https://www.hg-edu.org/member-charter/) - Aims of the Research and Advocacy Group Hunter-gatherer groups are among the most marginalized peoples in the world today, and face severe threats to their cultures, their livelihoods, and in many places their very existence. The role of education for developing sustainable livelihoods is complex and multifaceted. Currently, most hunter gatherer communities have only limited
- [Library](https://www.hg-edu.org/library/) - Collections of research papers and grey literature, guest blog posts, videos, photo stories and other materials related to the research and advocacy work of the group
- [Groups](https://www.hg-edu.org/groups/)
- [Activity](https://www.hg-edu.org/activity/)
- [Working Statement](https://www.hg-edu.org/working-statement/) - Research and Advocacy Group: Hunter Gatherer Education Hunter-gatherer groups are among the most marginalized peoples in the world today, and face severe threats to their cultures, their livelihoods, and in many places their very existence. Although formal education – schooling – is often presented as a solution for marginalized groups, generally social hierarchies are reproduced
- [CHAGS 12 HG-EDU Abstracts](https://www.hg-edu.org/chags12-hg-edu-abstracts/) - SESSION ONE: ASIA Inclusive and Sustainable Educational Development: Rethinking Moken Children’s Education Jason Sanglir, Chulalongkorn University, Thailand, Thailand. jaysanglir[a]gmail.com Despite recent educational reforms and efforts for equal opportunity in education and present enrollment, indigenous children in Thailand continually fail to excel and advance to higher education. This paper focuses on Moken sea gypsy communities in
- [Newsletter](https://www.hg-edu.org/newsletter/) - [newsletter]
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## Publications

- [Cultural evolution and hunter–gatherer education: towards educational self-determination](https://www.hg-edu.org/publication/cultural-evolution-and-hunter-gatherer-education-towards-educational-self-determination/) - 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 individuals from hunter–gatherer communities, educational practitioners, global organizations and other researchers, our group promotes more just, inclusive and scientifically informed
- [Sustainable Education should Include Indigenous Knowledge](https://www.hg-edu.org/publication/sustainable-education-should-include-indigenous-knowledge/) - 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, small scale societies whose traditional livelihood depends primarily on non-domesticated resources obtained directly from their natural environments. Although they are
- [The Ecology of Playful Childhood](https://www.hg-edu.org/publication/the-ecology-of-playful-childhood/) - 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 in the 1960s and 1970s. Based on the author’s long-term field research among several San groups of Southern Africa, this
- [Help to climb up: impacts of modern education among the Gǀui and Gǁana](https://www.hg-edu.org/publication/help-to-climb-up-impacts-of-modern-education-among-the-gǀui-and-gǁana/) - 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 present study aimed to describe the impacts of modern education among the Gǀui and Gǁana by comparing the practice of
- [Social learning among the Raute, a nomadic hunter-gatherer community in Nepal](https://www.hg-edu.org/publication/social-learning-among-the-raute-a-nomadic-hunter-gatherer-community-in-nepal/) - 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) to examine the influence of cultural norms, values and beliefs on the transmission of foraging knowledge; and 3) to analyse
- [Resistance and reproduction of knowledge in the post-nomadic life of foraging Raute](https://www.hg-edu.org/publication/resistance-and-reproduction-of-knowledge-in-the-post-nomadic-life-of-foraging-raute/) - 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 established schools for Raute children as part of the nation-state development policy. However, it has refused to incorporate their cultural
- [The Significance of Forest to the Emergence of Batek Knowledge in Pahang, Malaysia](https://www.hg-edu.org/publication/the-significance-of-forest-to-the-emergence-of-batek-knowledge-in-pahang-malaysia/) - This paper argues that the landscape is an important source of knowledge and continuity. The case material is from the Batek, who are mobile forest-dwellers of Pahang, Malaysia. They are a good example of an egalitarian society that does not need political leadership to reproduce its sense of cultural distinctiveness. The question is how do
- [Collaborative initiatives in making education accessible and equitable: The cases of the Agta, Batak and Dumagat indigenous peoples in the Philippines](https://www.hg-edu.org/publication/collaborative-initiatives-in-making-education-accessible-and-equitable-the-cases-of-the-agta-batak-and-dumagat-indigenous-peoples-in-the-philippines/) - 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 obtaining in the build-up of communities, if they have to survive. Unfortunately, there exist more dominant groups who ascribe to
- [Child and adolescent foraging: New directions in evolutionary research](https://www.hg-edu.org/publication/child-and-adolescent-foraging-new-directions-in-evolutionary-research/) - 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 their nuclear family. At the same time, while foraging, they face risky situations and are exposed to diseases that can
- [Cultural transmission among hunter-gatherers](https://www.hg-edu.org/publication/cultural-transmission-among-hunter-gatherers/) - 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 five modes of transmission described by Cavalli-Sforza and Feldman [L. L. Cavalli-Sforza, M. W. Feldman, Cultural Transmission and Evolution: A
- [Social Learning and Innovation in Contemporary Hunter-Gatherers: Evolutionary and Ethnographic Perspectives](https://www.hg-edu.org/publication/social-learning-and-innovation-in-contemporary-hunter-gatherers-evolutionary-and-ethnographic-perspectives/) - This is the first book to examine social learning and innovation in hunter–gatherers from around the world. More is known about social learning in chimpanzees and nonhuman primates than is known about social learning in hunter–gatherers, a way of life that characterized most of human history. The book describes diverse patterns of learning and teaching
- [Hunter-Gatherer Childhoods in the Congo Basin](https://www.hg-edu.org/publication/hunter-gatherer-childhoods-in-the-congo-basin/) - This chapter describes general features of Congo Basin forager childhood that are relatively distinct from their farming neighbors. It examines cultural diversity in childcare patterns, both between and within forager ethnic groups. The chapter identifies and discusses the anthropological, developmental psychology and evolutionary biology theories that researchers used to guide their studies with Congo Basin
- [Hunter-Gatherer Childhoods: Evolutionary, Developmental, and Cultural Perspectives](https://www.hg-edu.org/publication/hunter-gatherer-childhoods-evolutionary-developmental-and-cultural-perspectives/) - In the vast anthropological literature devoted to hunter-gatherer societies, surprisingly little attention has been paid to the place of hunter-gatherer children. Children often represent 40 percent of hunter-gatherer populations, thus nearly half the population is omitted from most hunter-gatherer ethnographies and research. This volume is designed to bridge the gap in our understanding of the
- [Hunter-gatherer children at school: A view from the Global South](https://www.hg-edu.org/publication/hunter-gatherer-children-at-school-a-view-from-the-global-south/) - 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 common challenges faced by hunter-gatherer children in formal education systems in the Global South. We find that hunter-gatherer children are
- [A House Without Snakes](https://www.hg-edu.org/publication/a-house-without-snakes/) - “A House Without Snakes” is about two young Bushmen in Botswana who struggle to build their futures in the wake of their people’s relocation from their ancestral homeland. Ketelelo looks to education as a way to reinvent himself and provide for his family. Meanwhile, Kitsiso wonders whether he should stay in his ancestral homeland to
- [Rule of Nature](https://www.hg-edu.org/publication/rule-of-nature/) - This 25 minutes short documentary was filmed in Namibia, featuring one of the !Kung San communities. The director aims to show the audience how the formal education system does not serve the interest of the contemporary San hunter-gatherers. We hear stories from multiple people, ranging from an elder and a youth member of the community
- [Square pegs in round holes: perceptions of hunter-gatherer school dropouts of Kerala, South India](https://www.hg-edu.org/publication/square-pegs-in-round-holes-perceptions-of-hunter-gatherer-school-dropouts-of-kerala-south-india/) - Though education is considered as a fundamental right of all Indian citizens as per the 83rdConstitutional Amendment, inequality in this regard, prevails among the various castes/tribes/sections of the society. ‘Literacy achievements in India depend crucially on the social context: the gender division of labour, the kinship system, caste related norms, economic entitlements and so on’
- [What school for the BaYaka?](https://www.hg-edu.org/publication/what-school-for-the-bayaka/) - 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 UNICEF, ORA (Observer, Réflechir, Agir) schools serve as a stepping stone for integrating BaYaka children into public schools. This educational
- [Hunter-gatherer education special issue: Introduction](https://www.hg-edu.org/publication/hunter-gatherer-education-special-issue-introduction/) - 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 groups and state governments. This issue highlights the ways in which these commonalities take shape with regards to education. The
- [Owners of Learning. The Nyae Nyae Village Schools over Twenty-Five Years](https://www.hg-edu.org/publication/owners-of-learning-the-nyae-nyae-village-schools-over-twenty-five-years/) - This book describes the Nyae Nyae Village Schools, an innovative and unique mother-tongue education initiative set in north-eastern Namibia. Inspired by the optimism of Independence, the project was designed in close consultation with the Ju|’hoansi community in the early 1990s. Drawing upon their traditional knowledge transmission strategies, and initiated in a supportive political environment, the
- [The United Nations iLibrary](https://www.hg-edu.org/publication/the-united-nations-ilibrary/) - The United Nations iLibrary is the comprehensive global search, discovery, and viewing source for digital content created by the United Nations. Initially launched in 2015, the UN iLibrary was updated in December 2020 to incorporate new features such as an interface in all six official UN languages and a search feature by Sustainable Development Goals. United Nations iLibrary offers an
- [Playing, Working, and Learning in Flux: Perspectives from African Post-forager Childhoods](https://www.hg-edu.org/publication/playing-working-and-learning-in-flux-perspectives-from-african-post-forager-childhoods/) - 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 on interest and motivation and spend long periods of unsupervised time playing mostly non-competitive games and imitating adult behavior and
- [Local ecological knowledge among Baka children: a case of “children's culture” ?](https://www.hg-edu.org/publication/local-ecological-knowledge-among-baka-children-a-case-of-childrens-culture/) - Childhood is an extensive life period specific to the human species and a key stage for development. Considering the importance of childhood for cultural transmission, we test the existence of a 'children's culture', or child-specific knowledge and practices not necessarily shared with adults, among the Baka in Southeast Cameroon. Using structured questionnaires, we collected data
- [Schooling, Local Knowledge and Working Memory: A Study among Three Contemporary Hunter-Gatherer Societies](https://www.hg-edu.org/publication/schooling-local-knowledge-and-working-memory-a-study-among-three-contemporary-hunter-gatherer-societies/) - Researchers have analysed whether school and local knowledge complement or substitute each other, but have paid less attention to whether those two learning models use different cognitive strategies. In this study, we use data collected among three contemporary hunter-gatherer societies with relatively low levels of exposure to schooling yet with high levels of local ecological
- [‘Like Father, Like Son’? Baka Children’s Local Ecological Knowledge Learning in a Context of Cultural Change](https://www.hg-edu.org/publication/like-father-like-son-baka-childrens-local-ecological-knowledge-learning-in-a-context-of-cultural-change/) - Hunter-gatherer societies face social-ecological changes that have led them to alter their living strategies. Given the importance of local ecological knowledge for subsistence and for the preservation of biocultural diversity, this chapter analyses how social-ecological changes affect the acquisition of local ecological knowledge among the Baka, a hunter-gatherer group in southeastern Cameroon. As the acquisition
- [BaYaka education: From the forest to the ORA (Observer, Réflechir, Agir) classroom](https://www.hg-edu.org/publication/bayaka-education-from-the-forest-to-the-ora-observer-reflechir-agir-classroom/) - 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 whether schooling meets these goals. Here, we examine the harms and benefits of ORA (Observer, Réflechir, Agir), a school system
- [Who teaches children to forage? Exploring the primacy of child-to-child teaching among Hadza and BaYaka Hunter-Gatherers of Tanzania and Congo](https://www.hg-edu.org/publication/who-teaches-children-to-forage-exploring-the-primacy-of-child-to-child-teaching-among-hadza-and-bayaka-hunter-gatherers-of-tanzania-and-congo/) - 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, have access to many potential child teachers. Using the Social Relations Model, we examined the prevalence of child-to-child teaching using
- [Children’s foraging and play among the Hadza](https://www.hg-edu.org/publication/childrens-foraging-and-play-among-the-hadza/) - The nature of children’s play is regularly described in juxtaposition to economic contribution or, conversely, play is touted as the “work” of children (Gaskins, Haight, and Lancy 2007; Isaacs 1929; Montessori 1964). It has been proposed that children “work where and when they can be of economic value and play when and where they cannot”(Chick
- [Cooperation and the evolution of hunter-gatherer storytelling](https://www.hg-edu.org/publication/cooperation-and-the-evolution-of-hunter-gatherer-storytelling/) - Storytelling is a human universal. From gathering around the camp-fire telling tales of ancestors to watching the latest television box-set, humans are inveterate producers and consumers of stories. Despite its ubiquity, little attention has been given to understanding the function and evolution of storytelling. Here we explore the impact of storytelling on hunter-gatherer cooperative behaviour
- [How do hunter-gatherers learn?: The transmission of indigenous knowledge among the Agta of the Philippines](https://www.hg-edu.org/publication/how-do-hunter-gatherers-learn-the-transmission-of-indigenous-knowledge-among-the-agta-of-the-philippines/) - The Agta of the Philippines depend on extensive knowledge of their natural environment for their livelihoods. However, little is known about the transmission of this indigenous ecological knowledge. This paper examines the transmission of knowledge on hunting, fishing and gathering among the Agta in San Mariano, Isabela Province. We used observation, interviewing and knowledge tests

## WP Terms Popup

- [HG-Edu Member Charta](https://www.hg-edu.org/termspopup/read-and-accept-the-hg-edu-member-charta/) - Please read our Member Charta below. If you agree please click the accept button at the end of the text, and you will be forwarded to fill out the membership sign up form. Aims of the Research and Advocacy Group Hunter-gatherer groups are among the most marginalized peoples in the world today,

## Events

- [A nomadic Indigenous Peoples' territory at FAO's 80 anniversary](https://www.hg-edu.org/event/a-nomadic-indigenous-peoples-territory-at-faos-80-anniversary/) - During the World Food Week and in the occasion of the 80th anniversary of FAO, the Global-Hub on Indigenous Peoples’ Food Systems, one of our partner organizations, will host it's third annual meeting in Rome. Among other important topics regarding Indigenous peoples' food systems around the world, there will be a focus on hunter-gatherer food systems and
- [Anthropology of food and indigenous food systems - Online](https://www.hg-edu.org/event/anthropology-of-food-and-indigenous-food-systems-online/) - Conversations Indigenous Peoples and Social Inclusion Lecture series - 1 Edmond Dounias, PhD Anthropology of food and indigenous food systems Register: https://bit.ly/IPFoodSystems
- [Launching of Project CICADA](https://www.hg-edu.org/event/launching-of-project-cicada/) - Launching of Project CICADA (Center for Inclusive Communities and Development Advocacy) at the Lyceum of the Philippines University and 5th International Conversations on Indigenous Peoples and Social Inclusion Theme: Conversations on Contemporary Hunter-gatherers: Worldviews and Adaptations in a Changing World Responding to the SDG’s banner goal of “leaving no one behind,” CICADA is established to
- [CES 2024 and Capstone Conference](https://www.hg-edu.org/event/ces-2024-and-capstone-conference/) - The Cultural Evolution Society (CES) Conference 2024 (‘CES 24‘), which will be a hybrid conference held in the Teaching and Learning Centre at Durham University (UK) on 9th-11th September 2024, and hosted by Durham Cultural Evolution Research Centre (DCERC). This conference is immediately followed by the hybrid CES Transformation Fund capstone conference (‘Capstone conference‘) on
- [CES Hunter Gatherer Education Workshop](https://www.hg-edu.org/event/ces-hunter-gatherer-education-workshop/) - HG-Edu is organizing a 3-day workshop in Tromsø, Norway. This workshop forms part of a project funded by the Cultural Evolution Society (CES).
- [Workshop on Hunter Gatherer Education: Directions for Research and Advocacy](https://www.hg-edu.org/event/workshop-on-hunter-gatherer-education-directions-for-research-and-advocacy/) - A two-day workshop: How can research contribute to educational self-determination for hunter-gatherer and post-forager communities? This workshop follows the establishment of the Research and Advocacy Group on Hunter-Gatherer Education (HG-EDU), launched at the Conference on Hunting and Gathering Societies (CHAGS) in July 2018 (see the working statement for the group here). The focus of this 2-day
- [CHAGS13, Dublin – Education for Contemporary Hunter-Gatherers: A challenge for ISHGR](https://www.hg-edu.org/event/chags13-dublin-education-for-contemporary-hunter-gatherers-a-challenge-for-ishgr/) - Abstract: Education plays a crucial, yet complex and often paradoxical role for contemporary hunter-gatherers. Education is a human right, but it is also a tool of assimilation. It is a key to economic opportunity and to informed participation in political and decision-making processes – but the barriers to success facing hunter-gatherers in formal education systems
- [Launch of the ISHGR Research and Advocacy Group on Hunter Gatherer Education](https://www.hg-edu.org/event/launch-of-the-ishgr-research-and-advocacy-group-on-hunter-gatherer-education/) - We would like to invite interested researchers to join us for a reception to launch the ISHGR’s Research and Advocacy Group on Hunter Gatherer Education. Details of the launch: A light meal will be served. Speakers will include researchers and activists, both from hunter-gatherer communities, and others committed to these issues. Problem statement: The extreme
- [CHAGS13, Dublin - Hunter-Gatherers and formal education: Challenges and opportunities](https://www.hg-edu.org/event/chags13-hg-formal-education-session-2022-dublin/) - 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

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