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This edited book investigates what is significant about indigenous women and their learning in terms of policy directions, research agendas and not least indigenous women's own aspirations.
List of contents
Introduction: Indigenous women and adult learning: Towards a paradigm change?
Sheila Aikman and Anna Robinson-Pant
1. Situating learning in the context of sustainability: Indigenous learning, formal schooling and beyond
Abeer Salem
2. Declared ‘literate’: Subjectivation through decontextualised literacy practices
Amina Singh and Dipti Sherchan
3. Indigenous knowledge, skills and action: Indigenous women’s learning in the Peruvian Amazon
Sheila Aikman
4. Adult learning for nutrition security: Challenging dominant values through participatory action research in Eastern India
Rama Narayanan and Nitya Rao
5. Indigenous women’s perceptions of the Mexican bilingual and intercultural education model
Ulrike Hanemann
6. Exploring the informal learning experiences of women in a pastoral community in Ethiopia: The case of pastoral women in Karrayyu
Turuwark Zalalam Warkineh and Abiy Menkir Gizaw
7. Negotiating indigenous identities within mainstream community livelihoods: Stories of Aeta women in the Philippines
Gina Lontoc
8. Indigenous adult women, learning and social justice: Challenging deficit discourses in the current policy environment
Sushan Acharya, Catherine M. Jere and Anna Robinson-Pant
About the author
Sheila Aikman is Research Associate in the School of International Development, University of East Anglia, UK. She has carried out long- term educational ethnographic research in the Amazon region of Peru and specialised in the areas of gender equality, plurilingualism and intercultural education. She has worked in both academia (University of London and University of East Anglia) and international and national NGOs. She is a member of the UEA UNESCO Chair Team.
Anna Robinson-Pant is Professor of Education in the School of Education and Lifelong Learning, University of East Anglia, UK and holds the UNESCO Chair for Adult Literacy and Learning for Social Transformation. She began her career in Nepal as a teacher educator, development planner and ethnographic researcher. Her current research interests are adult literacy, gender and sustainable development and the internationalisation of higher education.
Summary
This edited book investigates what is significant about indigenous women and their learning in terms of policy directions, research agendas and not least indigenous women’s own aspirations.
