By Olivia Wilson

The United Nations on

Indigenous Peoples and
Peace Education
 t e r s
R e p or GROUP 9

Baccon Margarette Gabe Hyacinth Valencia Justine

 Objectives
- The UN's role in promoting peace education within indigenous
communities.
- Exploring the historical context, importance, impact, advantages, and
disadvantages of peace education.
- Aiming to shed light on the UN's efforts to foster peaceful
coexistence and reconciliation.
Introduction
The United Nations (UN) has a crucial role to play in
promoting peace and reconciliation between indigenous
peoples and other societies. This report focuses on the
UN's engagement with indigenous communities and its
efforts to foster peace education. Peace education, in
this context, refers to a comprehensive approach that
aims to promote understanding, respect, and
cooperation between diverse groups, particularly those
with historical grievances
HISTORICAL

- Early Initiatives (UN Charter, focus on

decolonization, lack of specific indigenous
provisions)
- The International Decade of the World's
Indigenous Peoples (1994-2004) (emphasis on
rights, cultural preservation, self-governance,
importance of education)
- The UN Declaration on the Rights of Indigenous
Peoples (2007) (affirmation of self-
determination, cultural preservation, education,
framework for peaceful coexistence)
Importance of Peace Education

- Addressing Historical Trauma (healing from colonization,

displacement, cultural suppression, space for dialogue and
reconciliation)
- Promoting Cultural Preservation (respect for indigenous
cultures, languages, traditions, empowerment to reclaim
identities)
- Building Intercultural Understanding (dialogue and
understanding between indigenous communities and other
societies, breaking down stereotypes)
- Empowering Indigenous Youth (skills and knowledge to
become agents of change, promoting peace and justice)
Impact of UN initiatives

l- Increased Awareness (raising global awareness of

indigenous rights and the need for peace education)
- Policy Development (supporting national policies and
programs promoting indigenous rights and peace
education)
- Capacity Building (providing training and resources to
indigenous communities for peace education initiatives)
- International Cooperation (fostering partnerships to
support indigenous peoples and peace education)
BENEFITS OF PEACE EDUCATION FOR
INDIGENOUS COMMUNITIES
Reduced Conflict (prevention and resolution of conflicts
within and between communities)
Improved Social Cohesion (sense of community, shared
values, cooperation)
Enhanced Self-Esteem (reclaiming identities and cultures,
boosting confidence)
Sustainable Development (respect for the environment
and traditional knowledge systems)
CHALLENGES FACING PEACE EDUCATION

- Lack of Resources (limited funding and resources

hindering effectiveness)
- Cultural Sensitivity (ensuring programs are culturally
sensitive and respectful)
- Political Obstacles (barriers and resistance to indigenous
rights)
- Limited Access (access to quality education, including
peace education, can be limited)
 - THE INDIGENOUS - THE
PEOPLES' PEACE INTERNATIONAL
S OF P EA CE FUND (SUPPORTING
EXAMP LE INDIGENOUS YOUTH

NIT IAT IVES INITIATIVES LED BY

FORUM (BRINGING
AT IO N I INDIGENOUS
EDUC COMMUNITIES)
TOGETHER
INDIGENOUS YOUTH
- THE UN PERMANENT TO PROMOTE
FORUM ON INDIGENOUS PEACE,
ISSUES (PLATFORM FOR RECONCILIATION,
DISCUSSING PEACE AND CULTURAL
EDUCATION AND OTHER UNDERSTANDING)
MATTERS)
CONCLUSION
- THE UN'S ENGAGEMENT WITH INDIGENOUS PEOPLES
AND PEACE EDUCATION IS CRUCIAL.
- PEACE EDUCATION CAN CONTRIBUTE TO A FUTURE
WHERE INDIGENOUS PEOPLES ARE RESPECTED,
VALUED, AND EMPOWERED.
- ADDRESSING CHALLENGES LIKE RESOURCE
CONSTRAINTS, CULTURAL SENSITIVITY, AND LIMITED
ACCESS IS ESSENTIAL.
- THE UN CAN ENSURE THAT PEACE EDUCATION
INITIATIVES ARE EFFECTIVE AND SUSTAINABLE.
REFERENCES

HTTPS://WWW.UN.ORG/DEVELOPMENT/DESA/INDIGENOUSPEOPLES/WP-
CONTENT/UPLOADS/SITES/19/2018/11/UNDRIP_E_WEB.PDF

HTTPS://UNFCCC.INT/PROCESS-AND-MEETINGS/WHAT-IS-THE-UNITED-
NATIONS-FRAMEWORK-CONVENTION-ON-CLIMATE-CHANGE

HTTPS://WWW.BRITANNICA.COM/TOPIC/INTERNATIONAL-RELATIONS
CA S E S T U D Y

Pro m o ti n g
Indig en o u s P ea ce
Educa t io n A U ni te d
Nat io ns in it ia t iv e
CAS E S C E N A R I O
In order to close significant disparities in education for indigenous peoples around
the world, the United Nations Educational, Scientific, and Cultural Organization
collaborated with indigenous peoples, Member States, and the Permanent Forum on
Indigenous Issues in 2018. Even with international agreements stating that
everyone has the right to an education, indigenous peoples continue to confront
major challenges. These include inadequate instructional resources that
appropriately depict indigenous ways of life, a shortage of teachers who know
their languages, and a lack of respect for their varied traditions. Indigenous
children frequently experience bullying and physical punishment when they show
up at school sick, hungry, and exhausted. Racial and cultural discrimination impedes
fair access to education, which results in subpar performance and high dropout
rates. Indigenous girls face additional obstacles in their education due to unfriendly
school conditions, violence, and discrimination based on gender.
 STA T E M E N T O F T H E
PROBLEM
MAJOR PROBLEMS
1.) Insufficient Instructional Resources: Indigenous education MINOR PROBLEMS
lacks appropriate materials that accurately portray 1.) Bullying: Indigenous children encounter bullying at school,
indigenous ways of life, culture, and traditions. which negatively impacts their emotional well-being.
2.) Lack of Teachers Familiar with Indigenous Languages: 2.) Cultural Discrimination: Indigenous people experience
There is a significant deficit of teachers who are proficient in discrimination based on race and culture, which prevents fair
indigenous languages. This language barrier affects access to education.
communication, engagement, and understanding in the 3.) Gender Discrimination for Indigenous Girls: Unfriendly
classroom. school conditions, violence, and gender discrimination affect
3.) Lack of Respect for Indigenous Traditions: Indigenous indigenous girls' education.
students often face disrespect and disregard for their
cultural practices and traditions within educational
institutions. This undermines their sense of identity and well-
being.
 STA T E M E N T O F T H E
OBJECTIVES
MUST WANT
1.) Improve Cultural Representation in Educational Materials: 1.) 1.) Community Ownership and Involvement: Promote the
Create and distribute educational materials that truthfully active involvement of indigenous communities in the
portray indigenous cultures, customs, and ways of life. These development of educational policies and procedures. Their
resources have to be pertinent and mindful of cultural involvement is essential to long-term and successful peace
differences. education.
2.) Educate Teachers in Indigenous Languages and Traditions: 2.) Equal Opportunities for Women in Education: Talk about
Establish training initiatives to help teachers master
the issues that indigenous girls confront that are specific to
indigenous languages and obtain a deeper comprehension of
indigenous customs. Classroom respect and communication will their gender. Create plans to get through obstacles pertaining
both increase as a result of this. to cultural customs, safety, and getting a good education.
3.) Establish procedures and policies that prohibit bullying, 3.) Cooperation with Indigenous Leaders and Elders: Promote
discrimination, and violence against students of indigenous alliances with indigenous knowledge keepers, leaders, and
descent in order to create safe and inclusive learning elders. Their knowledge and direction can improve programs
environments. Encourage a welcoming environment where all for peace education and guarantee cultural continuation.
kids are treated with dignity and respect.
 AREAS OF
C O N S I D E R A T I O N

1. Teacher Training: Provide professional development for educators to enhance th

knowledge of indigenous histories, and culture.
2.) Language Revitalization: Prioritize the preservation and revitalization
indigenous people languages.
3.) Community Engagement: Involve indigenous communities, elders, and knowled
keepers in decision-making processes.
4.) Gender Equity: Ensure that educational programs empower and support
genders equal
ly.
ALTE R N A T I V E C O U R S E S
OF ACTIONS

1.) Bilingual Education Integration.

Advantages: Improve communication, bilingual education enhances communication
between teachers, students, and communities.
Disadvantages: Resource Intensive, developing bilingual materials and training
teachers can be costly.
2.) Community-Led Curriculum Development.
Advantages: Indigenous communities take ownership of the educational process.
Disadvantages: Balancing diverse community perspective can be challenging.
3.) Peacebuilding Workshops and Events.
Advantages: Workshops promote dialogue, and understanding.
Disadvantages: Workshops may have limited long-term impact without follow-up.
 REC O M M E N D A T I O N

Among the 3 alternatives, I recommend is the Community-Led Curriculum

Development. Involving indigenous communities ensures that curriculum aligns with
local needs, cultural values, and historical context. Community participation fosters
a sense of ownership and commitment to the educational process. This approach
can acknowledges the importance of indigenous voices and empower their local
stakeholders to shape their own education.
 PL A N O F A C T I O N S

1.) Teacher Training

Organize training sessions on culturally responsive teaching methods.
2.) Community Engagement
Listen actively and document community perspective.
3.) Curriculum Co-Creation
Integrate indigenous knowledge, stories, and practices into the curriculum
 POTE N T I A L P R O B L E M S

1. Indigenous communities may have diverse perspectives, leading to disagreements

on curriculum content.
2.) Sustainability Challenges.
Maintain the curriculum's effectiveness over time can be challenging without
ongoing support.
3.) Limited Resources and Funding.
Developing and implementing a community-led curriculum requires financial
resources, teacher training, and materials.
 C O N T I N G E N T P L A N O F
ACTIONS

1.) Digit learning platforms.

Develop an online repository of culturally relevant educational resources.
2.) Local partnerships.
Engage NGOs specializing in indigenous education and peacebuilding.
3.) Flexible Assessment Method.
Involve community members in evaluating student progress.
 GENE R A L I Z A T I O N

In developing initiatives for communities, it's crucial to focus on involving the

community, respecting their culture and ensuring they have ownership. It's
important to understand that generic approaches may not work well. Rather,
collaborating with community members to develop curricula incorporating their
languages and customs and creating a welcoming atmosphere for learning is key.
This approach helps promote peacefup education that values differences and
empowers students.
 REFERENCES

https://www.unesco.org/en/articles/indigenous-peoples-right-education-
overview-measures-reported-member-states

https://www.un.org/development/desa/indigenouspeoples/mandated-
areas1/education.html

https://academiccommons.columbia.edu/doi/10.7916/D82R5095
THANK
YOU!