Author(s): Arian Alves*
The relationship between educational policies and Indigenous communities has been historically complex, characterized by a mix of resistance, adaptation, and negotiation. Educational policies, particularly those shaped by colonial and state-driven agendas, have often been tools of assimilation, marginalization, and cultural erasure for Indigenous peoples. However, these policies also provoke forms of resistance, adaptation, and cultural survival. This article examines the evolving intersection of educational policies and Indigenous communities, with a focus on resistance and adaptation as observed in various case studies globally. It explores how Indigenous groups have navigated these policies, developed alternative educational strategies, and worked towards reclaiming and redefining their educational autonomy.
The Journal of International Social Research received 8982 citations as per Google Scholar report
