How can education systems honor Indigenous knowledge, language, and identity while addressing the structural inequities that have historically marginalized these communities?
This workshop invites participants into a deeper inquiry of what meaningful, inclusive, and locally rooted education can look like for Indigenous children—especially those growing up in geographies shaped by adversity, conflict, and cultural erasure.
Drawing from field-based experiences in tribal regions like Sukma and Bastar in central India, the session explores models of multilingual education, community-led schooling, and pedagogies that are responsive to both local realities and aspirations. Through stories, case studies, and reflective dialogue, participants will examine the tensions between standardization and contextualization, authority and community voice, and policy and lived experience.
Grounded in practice and shaped by the lived wisdom of Indigenous educators and learners, this session offers pathways to reimagine education as a space of restoration, belonging, and agency.
Is This for Me?
The session is intended for educators, development practitioners, curriculum designers, education researchers, and those engaged in policy and practice in Indigenous communities.
Workshop Objectives
- By the end of the workshop, learners will be able to:
- Analyze the systemic and socio-cultural challenges faced by Indigenous communities in accessing quality education.
- Understand models of culturally-rooted and community-driven education in Indigenous contexts.
- Apply principles of inclusive and context-sensitive education in designing or supporting educational initiatives.
Format
2 x 90 minute sessions on Zoom.
Dates, time & languages
November 7, 14 1:00 p.m. - 2. 30 p.m UTC (see your timezone here) In English
Register here.
How can education systems honor Indigenous knowledge, language, and identity while addressing the structural inequities that have historically marginalized these communities?This workshop invites participants into a deeper inquiry of what meaningful,…