<P><FONT color=#33711E><STRONG>Day 3 – Session 7D: <br>Intercultural Education for Sustainable Development</STRONG></FONT></P>

Saitip, 3rd Floor

13.00 – 13.20

7.D.1 Indigenous Education in the Philippines: A Case Study of the Sagu-Ilaw School of Indigenous Knowledge and Traditions

Ricarte B. Abejuela III, Bukidnon State College, Philippines

Indigenous education in the Philippines is a recent phenomenon, starting only in the past decade. Legislation supporting indigenous peoples rights and giving legitimacy to establishing indigenous schools were only established in the last eight years. In recent years, the Asian Council for People’s Culture has assisted the different indigenous tribes in the country in setting up Schools for Indigenous Knowledge and Traditions (SIKAT). The SIKAT programme envisions a system at par with mainstream education, founded on the ways of life, traditions and culture of indigenous peoples. This paper takes a closer look at one of the SIKAT Schools – the Sagu-Ilaw SIKAT of the Bukidnon Tribe in Northern Mindanao. Sagu-Ilaw was set up in 2002 with the assistance of ACPC. The school has survived for four years so far, despite the perennial problem of funding. It was designed as a teacher-training school whose students teach the tribe’s children in their respective communities. Recent linkages with the Department of Education have led to conflict over control of the school, leading the tribe to fear for the continued loss of their identity. Other linkages are currently being established for the survival and further development of the school.

Download the paper (pdf, 70kb) and presentation (pdf, 400kb)

13.20 – 13.40
7.D.2 Education in Multiethnic Societies: Mechanisms and Challenges
Hamoon Khelghat-Doost, Universiti Sains Malaysia, Malaysia
Education is undoubtedly one of the most important key factors in the process of achieving sustainable development in every society. Education plays a particularly important role in multi-ethnic and multicultural societies.  However,  because  of  the  diverse  nature  of  multi-ethnic  societies,  designing  and  applying  an educational pattern which can answer the needs of each minority, and promote tolerance and respect, is a challenging task. This paper examines and analyzes some of the mechanisms (such as curriculum design, activities, structures) which need to be addressed in the educational system of a multi-ethnic societies, together with challenges faced. The paper refers to the case study of “Vision Schools” (Sekolah Wawasan) in Malaysia. Vision Schools are primary schools which have the aim of bringing children together without regard for race or religion, with the aim of fostering solidarity, integration and respect among the students.

Download the paper (word, 350kb) and presentation (pdf, 110kb)

13.40 – 14.00
7.D.3 Generating Positive and Lasting Change through Language Learning: ESD in Second Language Education
Joel Edward Bacha, Kanda University of International Studies, Japan
Language is a key for communication, a foundation of culture and a fundamental part of learning. Through language education students have the potential to learn about different values and see the world from new perspectives. This paper describes a university-level English language curriculum that incorporates ESD-related content into second language learning. The curriculum aims to build students’ language skills as they learn about topics related to sustainable development (SD), including culture, religion, international affairs, globalization and the environment. The curriculum promotes SD by encouraging respect for personal and cultural values, raising awareness of global perspectives, and developing students’ critical and systemic thinking skills, all of which are essential for achieving sustainable development. The paper also provides suggestions for adapting ESD-related content for use in second language learning in primary and secondary schools. Specific methodology is also highlighted which transcends subject matter and can be used to promote SD in other academic subjects. In conclusion, the paper outlines the challenges and lessons learned in gaining departmental support for an ESD-related curriculum.

Download the paper (word, 260kb) and presentation (pdf, 470kb)

14.00 – 14.20
7.D.4 Globo Sapiens – Waste of Time or Work in Progress?
Patricia Kelly, University of Canberra, Australia
Use of “Reflective Journals” is a core strategy being adopted at the University of Canberra to support first year engineering students on their journey to becoming critically reflective, responsible, wise global citizens: “globo sapiens”. Research into attitudes shows that 65% of students were “Accepters” (willing to change), 25% were “Converts” from regarding the notion as a “waste of time” to seeing it as beneficial and useful, and 10% were “Resisters” all the way. A learning process was involved in coming to understand some reasons behind this resistance and responding more effectively. Analysis of guided interviews explained how and why particular students resisted or reconstructed their worlds when challenged. Positive, values-based outcomes emerged as “got respect”, “got insight”, “got inspired”, “got courage” and “got transformation”. This study has international relevance because it was based in large, socially and culturally diverse student cohorts who did not choose to study a sustainability-based subject. If all Higher Education institutions take the UN Decade of Sustainable Development seriously, they are likely to encounter similar rates of resistance and may benefit from the findings of this study when adopting strategies for understanding this resistance.

Download the paper (word, 120kb) and presentation (pdf, 320kb)