UNESCO policy on engaging with indigenous peoples - unesdoc
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
UNESCO policy on engaging with indigenous peoples
FOREWORD
Indigenous peoples are living Marginalized economically, socially
manifestations of cultural diversity, and politically, indigenous peoples are
repositories of thousands of rare also often pushed to the margins of our
languages, and essential partners consciousness. Whether in the form of
in building knowledge societies and explicit racism or largely unconscious
achieving the 2030 Agenda for prejudices that associate indigenous
Sustainable Development. As such, their peoples with the past rather than the
societies, which among the most vulnerable present, misrepresentations persist.
in the world, are also the heart of the Indigenous peoples are not the “roots” of
concerns of UNESCO’s mandate. humanity, they are part of the structural
core, like all of our contemporaries. The
It was therefore urgent for our long history of their social representations
Organization to reflect our own and cultural practices should not negate
contribution to one of the major their right to a fair and sustainable present.
challenges of our time. This has now been As peoples of this century, indigenous
accomplished through the “UNESCO peoples should not be confined to a lesser
Policy on Engaging with Indigenous condition of humanity. UNESCO is fully
Peoples”. Through this policy, UNESCO committed to working for this justice.
reaffirms its commitment to implement the
United Nations Declaration on the Rights
of Indigenous Peoples. I am pleased that
this publication now makes the UNESCO
policy available to the general public.
Audrey Azoulay
1CONTENTS
background 4
INTRODUCTION 7
PART A.
INDIGENOUS PEOPLES’ RIGHTS, AS DEFINED
IN THE UNDRIP OF SPECIFIC RELEVANCE FOR
UNESCO’S WORK 9
PART B.
APPLICATION OF THE UNDRIP TO THE
ORGANIZATION’S MANDATED AREAS 11
B.1. Education 11
B.2. Natural Sciences 14
B.3. THE Ocean 19
B.4. Social and Human ScienceS 19
B.5. Culture 22
B.6. Communication 27
B.7. Gender Equality 31
PART C.
MECHANISMS FOR MAINSTREAMING
THE UNESCO POLICY ON ENGAGING
WITH INDIGENOUS PEOPLES 33
C.1. Programme coordination 33
C.2. INFORMATION SHARING 34
C.3. RESOURCE MOBILIZATION 35
C.4. Mainstreaming the policy in UNESCO’s
programme planning, monitoring and reporting 35
3BACKGROUND
UNESCO’s Medium-Term Strategy for UNESCO policy on
the period 2014-2021 affirms that “the engaging with indigenous
Organization will implement the United Nations peoples
Declaration on the Rights of Indigenous Peoples (202 EX/9; 202 EX/50)
(UNDRIP) across all relevant programme areas”
and develop and implement “a UNESCO-wide The Executive Board,
policy on engaging with indigenous peoples”. 1. Having discussed at its 201st session
document 201 EX/6 that includes as
The development of this policy was initiated an Annex the draft UNESCO policy on
with a scoping of UNESCO activities of engaging with indigenous peoples,
relevance to indigenous peoples, and then
followed by meetings and dialogue workshops 2. Having engaged in further written and
with indigenous peoples and UNESCO staff. other consultations with Member States on
Based on these inputs, an intersectoral working that draft UNESCO policy on engaging
group consisting of staff from all programme with indigenous peoples,
sectors and support services prepared an initial
draft of the UNESCO Policy. Consultations 3. Having examined document 202 EX/9
were held with UNESCO Member States, and and the revised draft UNESCO policy
the comments received were incorporated into on engaging with indigenous peoples in
the draft text. The draft Policy on engaging annex thereto,
with indigenous peoples was considered by the
UNESCO Executive Board at both its 201st and 4. Stressing the importance of the United
202nd session. Nations Declaration on the Rights of
Indigenous Peoples as a document of
The UNESCO Executive Board took note of the reference for indigenous peoples,
policy with satisfaction at its 202nd session in
October 2017. 5. Recognizing that, in accordance
with Article 46 of the United Nations
The UNESCO Policy on engaging with Declaration on the Rights of Indigenous
indigenous peoples guides the Organization’s
work, in all areas of its mandate, that involve
or are relevant for indigenous peoples and
of potential benefit or risk to them. It ensures
that the Organization’s policies, planning,
programming and implementation uphold the
UNDRIP.
4Peoples, nothing in the UNESCO policy application of the United Nations
on engaging with indigenous peoples Declaration on the Rights of Indigenous
“may be interpreted as implying for any Peoples to the Organization’s fields of
State, people, group or person any right to competence;
engage in any activity or to perform any
act contrary to the Charter of the United 9. Calls on Member States to make
Nations or construed as authorizing or voluntary financial and in-kind contributions
encouraging any action which would to support the implementation of
dismember or impair, totally or in part, UNESCO’s programmes and activities in
the territorial integrity or political unity of line with the UNESCO policy on engaging
sovereign and independent States”, with indigenous peoples;
6. Expresses its gratitude to the Director- 10. Invites the Director-General and
General for the efforts made to revise the Member States to seek extrabudgetary
draft UNESCO policy on engaging with resources to enable the development
indigenous peoples, based on discussions of intersectoral projects of relevance to
during its 201st session, the information indigenous peoples;
meetings held on 2 February and 12
July 2017, and written consultations with 11. Requests the Director-General
Member States; to implement activities in the context
of document 39 C/5, framed by the
7. Takes note with satisfaction of the UNESCO policy on engaging with
revised draft UNESCO policy on engaging indigenous peoples, and to report on
with indigenous peoples contained in progress made thereon in the statutory
annex to document 202 EX/9 as a living reports (EX/4) on the execution of the
document; programme (39 C/5).
8. Calls on the Director-General to
produce a document detailing UNESCO’s (202 EX/SR.11)
5UNESCO POLICY ON ENGAGING
WITH INDIGENOUS PEOPLES
1
1. As stated in its Constitution2, UNESCO Rights of Indigenous Peoples (UNDRIP)4,
pursues “universal respect for justice, for human rights treaties, and other related
the rule of law and for the human rights international documents.
and fundamental freedoms which are
affirmed for the peoples of the world, 3. As part of the United Nations system, the
without distinction of race, sex, language UNESCO Secretariat is also committed to
or religion”. promote the human rights based approach
in its programming, as defined in the United
2. The UNESCO Universal Declaration on Nations Development Group (UNDG)
Cultural Diversity designates the defense of Guidelines on the Human Rights Based
cultural diversity as “an ethical imperative, Approach to Development Cooperation5
inseparable from respect for human dignity. and its Guidelines on Indigenous
It implies a commitment to human rights Peoples’ Issues6. This includes as stated
and fundamental freedoms, in particular in Article 41 of the UNDRIP, contributing
the rights of persons belonging to minorities to the full realization of the provisions
and those of indigenous peoples” (Article of this Declaration, subject only to such
4)3. These human rights are at the heart limitations as are determined by law and in
of UNESCO’s mandate and are included accordance with international human rights
in the United Nations Declaration on the obligations (UNDRIP, Article 46).
1
Nothing in this policy may be construed as diminishing or extinguishing the rights indigenous peoples have now or
may acquire in the future (from UNDRIP Article 45).
2
UNESCO. 2016. Basic texts. A. Constitution of the United Nations Educational, Scientific and Cultural
Organization. Available online at: http://unesdoc.unesco.org/images/0024/002439/243996e.pdf.
3
UNESCO. 2001, UNESCO Universal Declaration on Cultural Diversity.
4
United Nations. 2007. United Nations Declaration on the Rights of Indigenous Peoples. Resolution adopted by the
General Assembly on 13 September 2007. A/RES/61/295. Available online at:
https://documents-dds-ny.un.org/doc/UNDOC/GEN/N06/512/07/PDF/N0651207.pdf?OpenElement.
5
UN Development Group. 2003. The Human Rights Based Approach to Development Cooperation Towards
a Common Understanding Among UN Agencies. Available online at: https://undg.org/wp-content/
uploads/2016/09/6959-The_Human_Rights_Based_Approach_to_Development_Cooperation_Towards_a_Common_
Understanding_among_UN.pdf
6
UN Development Group. 2008. Guidelines on Indigenous Peoples Issues. Available online at: https://undg.org/
wp-content/uploads/2016/10/UNDG_guidelines_EN.pdf
74. The UNESCO policy on engaging with person any right to engage in any activity
indigenous peoples supports the efforts of or to perform any act contrary to the
the Secretariat to implement the UNDRIP Charter of the United Nations or construed
across all relevant programme areas, as as authorizing or encouraging any action
outlined in the Overarching Objectives which would dismember or impair, totally
of the current Medium-Term Strategy (37 or in part, the territorial integrity or political
C/4 2014-2021, para 20)7. It reinforces unity of sovereign and independent
UNESCO’s contribution to the 2030 States”.
Agenda for Sustainable Development and
the United Nations system-wide action 6. The policy consists of:
plan8 for ensuring a coherent approach to Part A. Indigenous peoples rights,
achieving the ends of the United Nations as defined in the UNDRIP, of specific
Declaration on the Rights of Indigenous relevance for UNESCO’s work
Peoples. Part B. Application of the UNDRIP to the
Organization’s mandated areas
5. Consistent with UNDRIP Article 46, Part C. Mechanisms for mainstreaming
nothing in this policy “may be interpreted UNESCO’s policy on engaging with
as implying for any State, people, group or indigenous peoples.
7
UNESCO.2014. 37 C/4 2014-2021. Medium-Term Strategy. Available online at:
http://www.unesco.org/new/en/bureau-of-strategic-planning/resources/medium-term-strategy-c4/
8
United Nations. 2016. System-wide action plan for ensuring a coherent approach to achieving the ends of the
United Nations Declaration on the Rights of Indigenous Peoples. E/C.19/2016/5. Available online at:
http://www.un.org/esa/socdev/unpfii/documents/2016/15th-session/SYSTEM-WIDE-ACTION-PLAN-FOR-
ENSURING-A-COHERENT-APPROACH.pdf
8PART A
PART A.
INDIGENOUS PEOPLES RIGHTS,
AS DEFINED IN THE UNDRIP,
OF SPECIFIC RELEVANCE FOR
UNESCO’S WORK
7. The United Nations Declaration on the free from any kind of discrimination, in
Rights of Indigenous Peoples (UNDRIP) the exercise of their rights, in particular
was adopted by the General Assembly that based on their indigenous origin or
in 2007. Consistent with Article 41 of identity”.
the UNDRIP, UNESCO, as a specialized
agency of the UN, is “committed to the 11. Self-determination,
full realization of the provisions of the participation, and free, prior and
Declaration”. informed consent – Article 3 of the
UNDRIP states that “indigenous peoples
8. UNESCO’s engagement with have the right to self-determination”.
indigenous peoples is framed by the They “have the right to autonomy or
following provisions from the UNDRIP self-government in matters relating to
which are of specific relevance to the their internal and local affairs”, as stated
Organization’s mandated areas of work. in UNDRIP Article 4. Article 41 of the
UNDRIP pertaining to “organs and
9. Human rights and fundamental specialized agencies of the United Nations
freedoms – Article 1 of the UNDRIP system and other intergovernmental
states that “indigenous peoples have the organizations”, states that “ways and
right to the full enjoyment, as a collective means of ensuring participation of
or as individuals, of all human rights and indigenous peoples on issues affecting
fundamental freedoms as recognized in them shall be established”. Article
the Charter of the United Nations, the 19 states that “States shall consult
Universal Declaration of Human Rights and and cooperate in good faith with the
international human rights law”. indigenous peoples concerned through
their own representative institutions in
10. Equality and non-discrimination order to obtain their free, prior and
– Article 2 of the UNDRIP states that informed consent before adopting and
“indigenous peoples and individuals implementing legislative or administrative
are free and equal to all other peoples measures that may affect them” (see also
and individuals and have the right to be Articles 10, 11, 20, 28 and 32).
9PART A
12. Cultural heritage, knowledge, peoples “have the right to establish and
traditional cultural expressions control their educational systems and
and languages – Article 11 of the institutions providing education in their
UNDRIP states that indigenous peoples own languages, in a manner appropriate
“have the right to practice and revitalize to their cultural methods of teaching and
their cultural traditions and customs”. learning”, as stated in UNDRIP Article 14
Article 31 states that indigenous peoples (see also Articles 11, 12 and 17).
also “have the right to maintain, control,
protect and develop their cultural 14. Conservation and protection of
heritage, traditional knowledge and environment – Article 29 of the UNDRIP
traditional cultural expressions, as well states that indigenous peoples have the
as the manifestations of their sciences, “right to the conservation and protection
technologies and cultures”. Article 31 goes of the environment and the productive
on to state that they “also have the right capacity of their lands or territories and
to maintain, control, protect and develop resources”. This includes the “right to
their intellectual property over such cultural maintain and strengthen their distinctive
heritage, traditional knowledge, and spiritual relationship with their traditionally
traditional cultural expressions”. According owned or otherwise occupied and used
to Article 13, indigenous peoples have lands, territories, waters and coastal seas
the “right to revitalize, use, develop and and other resources” (Article 25). Article
transmit to future generations their histories, 10 of UNDRIP also states that indigenous
languages, oral traditions, philosophies, peoples “shall not be forcibly removed
writing systems and literatures, and to from their lands or territories. No relocation
designate and retain their own names for shall take place without their free, prior
communities, places and persons” (see also and informed consent” (see also Articles
Article 8, 9, 16, 24). 25, 26, 27, 28, 30 and 32).
13. Development with culture and 15. Gender equality – Indigenous
identity – Article 23 of the UNDRIP women and girls may face multiple forms
states that indigenous peoples “have of discrimination, both within their local
the right to determine and develop communities and externally, due to their
priorities and strategies for exercising gender as well as their indigenous identity.
their right to development”. Article 15 It is essential to recognize and respect
of the UNDRIP states that indigenous the different roles, needs, priorities,
peoples “have the right to the dignity knowledge, perspectives and contributions
and diversity of their cultures, traditions, of indigenous women, girls, men and boys
histories and aspirations which shall within their communities and society as a
be appropriately reflected in education whole, while promoting gender equality
and public information”. Indigenous (see Articles 21 and 22).
10PART B
PART B.
APPLICATION OF
THE UNDRIP TO THE
ORGANIZATION’S
MANDATED AREAS
B.1. UNESCO’s work targeted programme areas. In addition,
in Education and the UNESCO gives priority to those countries
engagement with or population groups (such as indigenous
indigenous peoples peoples) considered most in need, lagging
or left behind in reaching international
16. Education is important for the full development goals.
development of the human personality,
talents, mental and physical abilities 17. UNESCO’s work on engagement
to reach one’s full potential, as well as with indigenous peoples in education is
for the strengthening of the respect for grounded in its mid-term strategy (C/4)
human rights and fundamental freedoms, and programmes (C/5), and guided by
and for the principles enshrined in the relevant normative instruments and evolving
Charter of the United Nations. UNESCO international policy frameworks, notably
promotes education as a human right as the UNDRIP and the outcome document
well as a foundation for peace-building of the high-level plenary meeting of the
and inclusive sustainable development. General Assembly known as the World
Through its humanist and holistic approach Conference on Indigenous Peoples (A/
to education, the Organization strives RES/69/2) adopted by the United Nations
to foster the development of balanced General Assembly in 2014.
education systems, in which everyone
has equal opportunity for meaningful 18. Indigenous peoples are entitled to
lifelong learning, delivered through rights related to education as enshrined
multiple formal, non-formal and informal in the UNDRIP. Any activities that create
pathways. It seeks to ensure that education hatred, systematic discrimination or
and learning systems are inclusive and marginalization against indigenous
reflect the diversity of all learners. It gives peoples need to be avoided. Access to
particular attention to achieving gender quality education remains a challenge,
equality in education by mainstreaming in part due to multiple, and often
gender in and through education, and interlinked reasons of a social, economic,
through gender-specific programming in political and cultural nature. Typical
11barriers resulting in their educational would be an inclusive, holistic approach
marginalization include long distances to education, as well as corresponding
to school or learning centres; work education systems and institutions,
demands; limited access to electricity that can embrace a culture of peace,
and the Internet; the use of language indigenous languages and lifestyles,
which is not understood and/or mastered knowledge systems, histories, spiritual
by indigenous peoples in teaching and values, physical activities and indigenous
learning; insufficient relevance of learning peoples’ worldviews to foster their self-
content to their cultures and lives; limited determination and empowerment. Such
financial means; and discrimination in an inclusive, holistic approach will also
schools. Indigenous children are less likely enable indigenous peoples to share their
to enroll in school and more likely to repeat cultural, spiritual, linguistic and traditional
than non-indigenous children. Indigenous knowledge and techniques, which represent
girls tend to be more marginalized, often substantial elements of human wisdom and
being expected to perform domestic chores heritage, to enrich education systems.
and care for siblings and other children.
In many places, learning programmes for 20. In recognition of the above-mentioned
indigenous youth and adults are far from challenges and particularities, UNESCO
sufficient both in quantity and quality. Even adheres to the normative and policy
if indigenous persons are enrolled in school framework mentioned in the introduction
or educational programmes in and outside and to the more specific policy provisions
school, the quality of provision is not listed below. Since education is a key
always adequate. Deprivation of access catalyst for positive development and
to quality learning opportunities tends to transformation in economic, social,
create a vicious circle, by contributing to political and cultural domains, these
further social marginalization, poverty and provisions are applicable beyond the
dispossession of indigenous peoples and Organization’s work in education, while
the reproduction of social and cumulative its work in education will pay due respect
disadvantages. to relevant policy provisions of other
UNESCO sectors. In so doing, UNESCO
19. Effectively including indigenous ensures inclusion and the full and effective
peoples’ knowledge, holistic worldviews participation of indigenous peoples
and cultures in the development of to enhance holistic education systems,
education policies, programmes, projects governance, policies and programmes to
and practices and promoting their meet the 2030 Agenda for Sustainable
perspectives, would provide meaningful Development, especially its Goal 4 on
learning opportunities that are equally ensuring inclusive and equitable quality
available, accessible, acceptable and education and promoting lifelong learning
appropriate for all indigenous peoples. This opportunities for all. A particular focus
12PART B
is given to achieving gender equality in indigenous peoples’ cultures, languages,
education. lifestyles, traditions, world views,
aspirations and knowledge systems, as well
Equitable access as gender equality, in particular through
to lifelong learning the following:
21. UNESCO promotes the equitable (a) Supporting indigenous peoples’
access of indigenous peoples to quality mother tongue-based education in a
lifelong learning opportunities through multilingual education approach in
improving infrastructure and learning formal, non-formal and informal settings.
environments so as to fit with cultural
practice; promoting both conventional and (b) Encouraging education models and
innovative modes of delivery in formal, practices, including curricula, teaching
non-formal and informal settings, including and learning materials, pedagogies,
the use of information and communication teaching and learning environments, that
technologies (ICT) in education. are non-assimilatory, and are respectful
and sensitive to indigenous peoples’
22. UNESCO enhances education systems rights, identities, perspectives, cultures,
so that learners can move within and traditional knowledge, experiences and
across formal, non-formal and informal aspirations, as well as their contexts and
pathways through building frameworks for profiles, including gender, age and their
recognition, validation and accreditation geographical location.
of learning outcomes and prior knowledge
and skills. (c) Encouraging education models and
practices that are non-assimilatory,
23. UNESCO supports countries in culturally sensitive and respect and
developing inclusive9 national education support indigenous peoples’ identities,
policies to respond to the learning needs of cultural integrity and rights.
everyone, including indigenous peoples.
(d) Recognizing and facilitating the
Quality and relevance integration of traditional knowledge,
of teaching and learning where desired by and with the free, prior
and informed consent of the knowledge
24. UNESCO promotes quality teaching holders, into curriculum and teaching
and learning that are sensitive to practice for both indigenous and non-
9
Inclusion is seen as “a process that helps to overcome barriers limiting the presence, participation and achievement
of learners” (UNESCO 2017, A guide for ensuring inclusion and equality in education).
13indigenous learners and promoting the and evidence base on education and
intergenerational transmission of such learning for indigenous peoples through
knowledge. research on their participation in
education, the relevance and outcomes of
(e) Promoting education related education and learning, related policies,
to human rights, peace, tolerance, programmes and curricula, and the
intercultural understanding and obstacles faced in accessing and benefiting
citizenship to enable both indigenous from learning opportunities, as well as
and non-indigenous persons to through the collection and dissemination of
live together without prejudice, effective policies and practices.
discrimination, violence and conflicts.
Advocacy and
Monitoring the right awareness-raising
to education
28. Using different opportunities
25. UNESCO promotes the right to (e.g. International Days, including
education for indigenous peoples the International Day of the World’s
and the reinforced monitoring of the Indigenous Peoples, and meetings such
implementation of the right to education as annual sessions of the United Nations
through regular consultations with Member Permanent Forum on Indigenous Issues
States and examination of their reports on (UNPFII) and the Expert Mechanism on
the implementation of the 1960 Convention the Rights of Indigenous Peoples (EMRIP),
against Discrimination in Education and UNESCO raises awareness of the specific
other UNESCO normative instruments and concerns of indigenous peoples and
through participation in the monitoring of their educational aspirations, needs and
other UN normative instruments. challenges.
26. UNESCO recognizes and strives for 29. UNESCO advocates for increased
reinforced integration of issues related attention and resources to meet the
to indigenous peoples in monitoring learning needs of indigenous peoples
work related to normative instruments, through enhanced education systems,
international development goals and other governance, policies and practices.
frameworks, including Goal 4 of the 2030
Agenda for Sustainable Development. B.2. UNESCO’s work in
the Natural Sciences and
Enhancing a knowledge the engagement with
and evidence base indigenous peoples
27. UNESCO strengthens a knowledge 30. UNESCO works to advance and
14PART B
promote science in the interests of peace, 31. The Natural Sciences Sector
sustainable development and human collaborates with other intergovernmental
security and well-being. It does this by processes and agencies to improve the
catalyzing international cooperation in science-policy-society interface. While
science; promoting dialogue between the Natural Sciences Sector covers
scientists, policy-makers and stakeholders; some of the thematic areas from which
assisting countries in formulating, reviewing indigenous peoples have been most
and implementing their national STI policy; excluded, it has recognized that making
building capacity in science; advocating the scientific endeavour more inclusive of
for science; acting as a platform for indigenous peoples brings benefits not
sharing ideas and standard-setting; and only to indigenous peoples, but also to the
implementing programmes and projects in sciences. By engaging with indigenous
science throughout the world. UNESCO peoples, understanding of major global
hosts major international programmes in environmental issues such as biodiversity
the freshwater, ecological, earth and basic loss and climate change can be advanced.
sciences. Two of these programmes, the
Man and Biosphere Programme (MAB) and 32. By recognizing and valuing other
the International Geoscience and Geoparks knowledge systems, science and
Programme (IGGP) involve UNESCO- technology may develop new insights
designated sites that may include protected of relevance to engineering, water
areas.10 Science policy at the national and management and sustainable development
sectoral levels is a key part of UNESCO’s among others. But scientific advances and
work in the basic and natural sciences. innovations should also bring benefits
Emphasis is given to developing countries, to indigenous peoples. Therefore, steps
in particular to Africa, and to ensuring should be taken to overcome the multiple
gender equality in science. Themes of barriers that prevent indigenous peoples
relevance across the sector’s programmes from fully enjoying the benefits of science,
include disaster risk reduction, biodiversity technology and innovation.
conservation, geodiversity, engineering,
science education, climate change and Indigenous peoples’ knowledge
sustainable development in small island
developing States (SIDS). UNESCO’s 33. UNESCO recognizes indigenous
Natural Sciences Sector also houses the peoples’ knowledge as knowledge systems
Local and Indigenous Knowledge Systems in their own right, on par with scientific
(LINKS) Programme. disciplines and programmes. UNESCO
10
For World Heritage properties, see Section B.5. UNESCO’s work in Culture and the engagement with
indigenous peoples.
15recognizes indigenous peoples’ resource but their concerns and priorities are often
management systems, know-how, practices not reflected in national and international
and governance structures as valuable science, technology and innovation (STI)
components of sustainable development for policies, strategies and action plans.
their communities.
39. UNESCO, through its International
34. UNESCO, particularly through its Basic Sciences Programme (IBSP),
LINKS, IHP, MAB and IGGP programmes, supports measures to improve inclusion
works to ensure the dialogue and co- and participation of indigenous peoples,
production of knowledge between particularly youth and women, in the basic
indigenous peoples and scientists to sciences and engineering.
identify, understand and address economic,
environmental, ethical, cultural and societal 40. UNESCO works to ensure respect for
challenges, including global environmental the rights of indigenous peoples and their
changes. effective participation at all levels of the
STI endeavour in issues affecting them,
35. UNESCO supports awareness raising including the design, implementation and
and capacity building for scientists, policy- monitoring of STI policies.
makers and indigenous peoples to improve
mutual respect, dialogue across knowledge 41. In its work to support the development
systems, and more effective partnerships or implementation of national or
among these constituencies. subnational STI policies, UNESCO aims to
promote STI policies that:
36. UNESCO works to ensure appropriate
consideration of indigenous knowledge in (a) recognize the role and value of
international processes and environmental indigenous knowledge and to that end are
assessments. designed and implemented with the full
and effective participation of indigenous
37. UNESCO supports the transmission, peoples in issues affecting them; and
revitalization, safeguarding and protection
of traditional knowledge. (b) stipulate ways and means for greater
inclusion of indigenous peoples in science.
Science, technology
and innovation 42. To monitor and map the participation
of indigenous peoples in STI, UNESCO
38. Indigenous peoples are under- aims at including information on their
represented at all levels in the sciences. participation in STI in the framework of the
Not only do few indigenous individuals UNESCO Science Report series. In order to
study and pursue a career in the sciences, obtain the necessary information, a specific
16PART B
project will be developed in cooperation biological diversity and safeguarding
between the Natural Sciences Sector and the relationship between the two. It also
the UNESCO Institute for Statistics. includes recognizing indigenous peoples’
sacred sites, and taking appropriate steps
43. UNESCO, in partnership with to ensure that these remain intact and are
the global and regional networks of not used or treated inappropriately.
science museums and centres, promotes
the development and implementation (b) UNESCO does not support the
of science communication tools, such removal of indigenous peoples from their
as travelling exhibitions, in indigenous lands and territories in any conservation
languages and aimed at raising scientific or sustainable development project or
literacy with indigenous people, in constant programme in which UNESCO is involved,
dialogue between science and indigenous including the World Network of Biosphere
knowledge systems. Similar approaches Reserves of the Man and the Biosphere
are taken towards Science, Technology, programme and UNESCO Global
Engineering and Mathematics (STEM) Geoparks.
education.
(c) UNESCO’s MAB programme requires
Biodiversity, ecology and earth cultural and social impact assessments
sciences, including biosphere in the application for biosphere reserve
reserves and UNESCO Global designation. Biosphere reserves are
Geoparks encouraged to consider and respect
indigenous and customary rights through
44. Consistent with Article 26 of the programmes or tools, consistent with the
UNDRIP regarding indigenous peoples’ UNDRIP.
rights to own, use, develop and control
the lands, territories and resources they (d) UNESCO Global Geoparks, through
possess by reason of traditional ownership the IGGP, works to ensure the active
or other traditional occupation or use, involvement of local communities, and
UNESCO underscores that: indigenous peoples as key stakeholders,
among others, in UNESCO Global
(a) In all its relevant activities, and in the Geoparks, through the development and
implementation of its normative instruments, implementation of co-management plans
UNESCO respects the rights and role of that provide for the social and economic
indigenous peoples and their knowledge in needs of local populations, protect
the creation, maintenance and enrichment the landscape in which they live and
of biodiversity and the maintenance of conserve their cultural identity. Indigenous
ecosystem services. This includes pursuing knowledge, practice and management
the maintenance of both cultural and systems should be included, alongside
17science, in the planning and management (DRR) plans and mechanisms, including for
of the area. early warning.
Climate change 49. UNESCO encourages targeted and
culturally appropriate support to indigenous
45. UNESCO recognizes that indigenous peoples in order to enhance disaster risk
peoples are among the most vulnerable to reduction at all stages and levels, including
the effects of climate change, and that they the design and implementation of DRR
contribute importantly to observing and strategies and projects.
understanding climate change impacts, as
well as to climate change mitigation and 50. In post-disaster, post-conflict situations,
adaptation. UNESCO supports and, where appropriate,
assists in the revitalization of indigenous
46. UNESCO supports indigenous peoples’ culture, including their knowledge
peoples’ development of community-based and social and governance structures,
observing systems and solutions for climate recognizing that they are fundamental to
change mitigation and adaptation, based indigenous peoples’ resilience.
on indigenous knowledge, innovations and
practices. 51. UNESCO works to ensure that
indigenous knowledge and practices,
47. UNESCO seeks to ensure that as appropriate, are used to complement
indigenous peoples’ rights are duly scientific knowledge in disaster risk
reflected in the implementation of the assessment and in the development and
UNESCO Strategy for Action on Climate implementation of context-specific DRR
Change. policies, strategies, plans and programmes.
Disaster risk reduction Water
48. UNESCO recognizes that indigenous 52. Indigenous peoples’ perspectives on
peoples are disproportionately vulnerable the protection and access to all sources
to and affected by disasters. However, of water and its sacred role as well as the
their knowledge and practices may offer human right to water and sanitation (as
innovative solutions to reducing risk, for defined by UN A/RES/ 64/292) is all
example through fire management or too often ignored. Indigenous peoples are
tsunami warning. Indigenous peoples, particularly vulnerable to marginalization,
through their experience and traditional displacement, water pollution and the
knowledge, can make an important neglect of their rights to water. UNESCO
contribution to the development and will work with indigenous peoples to
implementation of disaster risk reduction address the risks that may jeopardize
18PART B
their water security and their right to safe, Oceanographic Commission (IOC)
clean, accessible and affordable water for recognizes, respects and values the
personal, domestic and community use. corresponding knowledge and strategies of
indigenous peoples.
53. UNESCO recognizes that indigenous
peoples have developed sustainable 56. UNESCO works to ensure the
and sophisticated systems of managing appropriate inclusion of indigenous
water for their use and livelihoods. These peoples’ knowledge of the ocean and
systems hold the keys to sustainability seas in the development of science-based
pathways that may be valid beyond approaches to sustainable management
the cultural sphere in which they were of marine and coastal regions, their
originally conceived. The safeguarding and ecosystems, and the protection of living
development of these systems are valued and non-living resources of the ocean.
and indigenous peoples’ knowledge will
be considered in UNESCO’s activities B.4. UNESCO’s work in the
related to water. Social and Human Sciences
and the engagement with
54. Considering that the Indigenous indigenous peoples
Peoples’ Kyoto Water Declaration and
related statements contribute to the 57. The Social and Human Sciences
formulation of indigenous peoples’ water- Sector (SHS) aims at advancing social
related issues and priorities, UNESCO science knowledge, implementing
promotes the rights of indigenous peoples international standards and fostering
and the inclusion of relevant issues in intellectual cooperation with a view to
work programmes, the water-related facilitating social transformations conducive
international development agenda, to the universal values of justice, freedom
scientific and policy-making processes and human dignity. Social transformations
and international standards (e.g. through may also lead to growing social instability,
ethical guidelines). rising inequalities, marginalization and
intolerance. Regarding indigenous peoples,
B.3. UNESCO’s work in the work of the Social and Human Sciences
relation to the Ocean and the Sector is informed by the realization that
engagement with indigenous they continue to be confronted with poverty
peoples and human rights violations and abuses.
Through partnerships with indigenous
55. The livelihoods of many indigenous peoples, the Social and Human Sciences
peoples are associated with marine Sector seeks to support them in addressing
and coastal areas and their ecosystems. the multiple challenges they face, while
UNESCO and its Intergovernmental acknowledging their significant role in
19sustaining the diversity of the world’s Commission, that provides good practices
cultural and biological landscape. at municipal level that favour indigenous
peoples in several areas, such as data
58. The following selected work streams collection, monitoring and reporting, and
take into account the promotion of the policy development.
inclusion, rights and needs of indigenous
peoples, drawing from relevant Research, policy, foresight
international human rights instruments.
61. The UNESCO Inclusive Policy
Social inclusion and rights Lab offers an analytical framework for
assessing policies as well as web-based
59. The work on inclusion and rights tools to compile information, share
addresses all forms of discrimination expertise and provide practical support to
and fosters a culture of inclusion and policy design and implementation. lts focus
rights through advocacy and awareness- on the multidimensional and intersectional
raising initiatives as part of an integrated aspects of social inclusion, as well as the
approach to programme delivery, in connections between inclusive objectives
partnership with Member States, civil and outcomes and participation of policy
society and other stakeholders and interest design and implementation, lends itself
groups. The work focuses on fostering to application to the specific issues of
human rights, gender equality and a sense indigenous peoples.
of global citizenship, particularly through
city-level policy and practice; promoting Intercultural dialogue
inclusion and diversity by fighting
discrimination and racism; and promoting 62. An important dimension of
the rights of indigenous peoples by tackling the International Decade for the
persistent and emerging stereotypes and Rapprochement of Cultures is to
prejudices. encourage increased awareness of history
and the relationships developed between
60. Through the International Coalition of cultures and civilizations, and highlight
Inclusive and Sustainable Cities – ICCAR, processes which have spurred intercultural
the various regional and national Ten dialogue and the rapprochement of
Point Plan of Action (such as the ones of cultures, particularly in regards to the
Latin American and the Caribbean, and effective roles of women, youth and
of Canada) make strong references to minorities and indigenous peoples,
indigenous peoples. A good example is whose effect on societies has often been
the introductory manual on “Anti-racism overlooked. The Action Plan for the
and anti-discrimination for municipalities”, Decade therefore includes the promotion
prepared by the Ontario Human Rights of the rich body of traditional and
20PART B
indigenous knowledge systems within and aimed at young women and men. Thus, the
beyond nations as a resource of values, UNESCO framework and policy checklist
attitudes and behaviours to inform policies advises that youth policies be based on
and practices for resilient and sustainable disaggregated data on the youth cohort,
ecosystems. including potentially vulnerable and at risk
youth, and that the process includes the
Sports and games prior identification and participation. As a
specific example, UNESCO has provided
63. The Preamble of UNESCO’s Revised technical advice and support to the
International Charter on Physical Education, Government of Costa Rica on the inclusion
Physical Activity and Sport (2015) of indigenous and Afro-descendant youth
acknowledges inter alia that cultural in social and political life, with a focus on
diversity in physical education, physical employment and violence prevention.
activity and sport forms part of humanity’s
intangible heritage and includes physical Bioethics
play, recreation, dance, organized, casual,
competitive, traditional and indigenous 65. Indigenous peoples’ concerns have
sports and games. Indigenous peoples been a crucial consideration in some of
practice an uncountable variety of such UNESCO’s work on the ethics of science
cultural expressions. Some manifestations and bioethics. For example, the preamble
of this kind also figure on the Lists of the of the UNESCO Universal Declaration on
UNESCO Convention for the Safeguarding Bioethics and Human Rights recognized
of the Intangible Cultural Heritage. As that health does not depend solely on
part of its endeavour to guide Member scientific and technological research
States in the design and development of developments but also on psychosocial and
integrated national physical education and cultural factors; and that a person’s identity
sport policies, UNESCO will pay particular includes biological, psychological, social,
attention to the safeguarding and promotion cultural and spiritual dimensions. In 2013,
of these traditional sports and games. the International Bioethics Committee (IBC)
issued a report on Traditional Medicine
Youth Systems and their Ethical Implication, which
contains recommendations that resonate
64. The Operational Strategy on Youth with the concerns of indigenous peoples.
(2014-2021) pays specific attention to
vulnerable, including indigenous, youth. In Shared history and memory for
this framework, UNESCO works to ensure reconciliation and dialogue
that the views, needs, expectations and
aspirations of vulnerable youth groups are 66. Indigenous peoples and people
integrated into policies and programmes of African descent are among the most
21marginalized and vulnerable populations and safeguard diversity, including dialogue
in different parts of the world. They with diverse communities and indigenous
continue to be subject to racism, racial peoples; and
prejudices and discrimination inherited
from a history marked by extermination, (d) reinforce international cooperation in
enslavement, colonization and bioethics, taking into account, in particular,
exploitation. Through its Slave Route and the needs of indigenous peoples,
General and Regional Histories projects, recognizing that unethical scientific and
UNESCO is developing scientific technological conduct has had a particular
knowledge on this legacy and its impact impact on indigenous peoples.
on these two categories of populations
and is encouraging the formulation of B.5. UNESCO’s work in
public policies to redress these historical Culture and the engagement
injustice and inequalities. with indigenous peoples
67. Through the Organization’s “Policy on 68. As the only specialized agency of the
Engaging with Indigenous Peoples”, SHS United Nations with a specific mandate in
endeavours to: the field of culture, UNESCO has a primary
role to play in protecting and promoting
(a) encourage the development of public culture in all its diversity. UNESCO is fully
policies of concerned indigenous peoples, aware that achieving these objectives
as well as their effective participation in requires the effective involvement of all
a culturally- appropriate manner, with a actors and stakeholders concerned and,
particular focus on young women and in particular, indigenous peoples, who are
men; recognized as stewards of a significant
part of the world’s biological, cultural and
(b) promote the creation and strengthening linguistic diversity.
of national structures for young people
which ensure the representation of 69. A number of UNESCO normative
indigenous youth at local, national and instruments in the form of conventions,
global levels, including leadership and declarations or recommendations promote
capacity-building opportunities in all cultural diversity. They constitute the
spheres of society; cornerstones of international cultural
heritage law. These include in particular:
(c) encourage cities and municipalities
in the International Coalition of Inclusive The Hague Convention for the Protection
Cities and Sustainable Cities – ICCAR, of Cultural Property in the Event of Armed
to adhere to their commitments in their Conflict (1954)
Ten-Point Plan of Action to promote respect
22PART B
The Convention on the Means of the UNESCO Universal Declaration on
Prohibiting and Preventing the Illicit Import, Cultural Diversity, which contains specific
Export and Transfer of Ownership of references to the relationship between
Cultural Property (1970) cultural diversity and human rights. It points
to human rights as guarantees for cultural
The Convention concerning the Protection diversity, affirming that the defence of
of the World Cultural and Natural Heritage cultural diversity implies “a commitment to
(1972) human rights and fundamental freedoms, in
particular the rights of persons belonging
The Convention on the Protection of the to minorities and those of indigenous
Underwater Cultural Heritage (2001) peoples”. It states that “No one may invoke
cultural diversity to infringe upon human
The Convention for the Safeguarding of rights guaranteed by international law, nor
the Intangible Cultural Heritage (2003) to limit their scope” (Article 4). Thus, from
2001 onwards, indigenous peoples were
The UNESCO Universal Declaration on recognized in UNESCO’s standard-setting
Cultural Diversity (2001) work and their cultures were considered
as part of the world’s cultural diversity;
The Convention on the Protection and the defence of this diversity, according to
Promotion of the Diversity of Cultural the UNESCO Declaration, is an “ethical
Expressions (2005) imperative”.
The Recommendation concerning the 72. For UNESCO, and in line with the
Protection and Promotion of Museums and UNDRIP and general provisions of this
Collections, their Diversity and their Role in Policy, indigenous peoples must therefore
Society (2015). be considered as stakeholders and rights-
holders in social, human and cultural
70. While each normative instrument has development.
a specific history, focus and goals, all are
driven by the specific mandate that has 73. The UNESCO Declarations,
been entrusted to UNESCO to promote Conventions and Recommendations
culture in its diversity, through international contain important provisions regarding
cooperation and dialogue, based upon human rights, participation, community
respect for shared values, human rights stewardship, customary practices governing
and the dignity of all cultures. access to culture and benefit sharing.
Further to the above-mentioned Declaration
71. The UNESCO General Conference on Cultural Diversity, two of the more
strongly reiterated its mandate in the field recent Conventions, i.e. Convention for
of culture in 2001 with the adoption of the Safeguarding of the Intangible Cultural
23Heritage and Convention on the Protection peoples’ right to, among others, “maintain,
and Promotion of the Diversity of Cultural control, protect and develop their cultural
Expressions mention indigenous peoples heritage” as stipulated in Article 31 of
explicitly. In addition, even if provisions the UNDRIP. In this regard, and in light
are not explicitly attributed to indigenous of the holistic worldview of indigenous
peoples, they also apply to them. peoples, UNESCO will seek to seize
opportunities to strengthen synergies
74. The most recent culture-related between the UNESCO Culture Conventions
legal instrument, although non-binding, and programmes if and where appropriate
the Recommendation concerning the and raise awareness about the ways that
Protection and Promotion of Museums and different forms of heritage, both tangible
Collections, their Diversity and their Role and intangible, and contemporary cultural
in Society adopted in 2015 has a specific expressions are connected.
paragraph (18) urging Member States,
when appropriate, to engage in dialogues 76. Many indigenous peoples face
concerning the management and possible specific challenges related to culture, such
return of heritage which can be initiated as threats to their cultural integrity, distinct
between indigenous peoples and museums lifestyles and languages, as well as to
in possession of collections relating to their customary law, often aggravated
them. It further advocates for the adoption by assimilatory policies, practices, and
of ethical standards in museums and development strategies that do not, or
professional conducts, implying the policies insufficiently, take into account culture.
relating to acquisition and calls upon They experience discrimination or unfair
Member States to ensure implementation treatment related to their cultural identity,
of applicable international instruments, expressions and heritage, or use of their
including the UNDRIP (para. 21). traditional lands, territories and cultural and
natural resources. These challenges are also
75. In this regard, the governing bodies a reason for UNESCO to ensure that its
of UNESCO’s Culture Conventions, as actions uphold, or at least do not negatively
well as the governments of States Parties affect, the rights of indigenous peoples.
at country level, can play an important
role in developing relevant standards, 77. In line with all relevant articles of the
guidance and operational mechanisms UNDRIP, UNESCO commits to respect,
to ensure full and effective participation protect and promote the following policy
and inclusion of indigenous peoples in the provisions in its work in the field of culture:
processes of these instruments. Therefore,
the implementation of UNESCO’s (a) All cultures, including the cultures of
normative instruments in the field of indigenous peoples and minorities, should
culture can help advance indigenous be treated with equal dignity and respect.
24PART B
(b) Indigenous peoples have rights related expressions in a fair environment, so that
to culture, cultural integrity and identity, they might benefit from them in the future.
and hence to full and effective participation
in all matters affecting their lives and (h) Indigenous peoples’ knowledge,
cultures, taking into account the needs of cultures, traditional practices and
different groups, as well as their gender. innovations, which they consider in many
cases as part of their intangible cultural
(c) Indigenous peoples have the right to heritage, are sources of intangible and
freely pursue their cultural development material wealth and play an important role
and not be subjected to forced assimilation as a driver and enabler of sustainable and
or destruction of their culture. equitable development.
(d) Indigenous peoples should be (i) Indigenous peoples – communities,
able to take part in the development of groups and individuals – are the primary
policies concerning their cultures, cultural agents in the production, safeguarding,
expressions and heritage, including maintenance and re-creation of their
through effective participation in relevant intangible cultural heritage, and have
consultative bodies and coordination the right to manifest, practice, revitalize,
mechanisms. develop and transmit their intangible
cultural heritage, including their spiritual
(e) Indigenous peoples should be able to and religious traditions, customs and
aspire, maintain, strengthen and transmit ceremonies.
to future generations their distinct identity,
customs, knowledge, social practices, (j) Indigenous peoples have the right to be
performing arts, traditional craftsmanship, consulted regarding activities that concern
oral traditions – including language as a their heritage and cultural expressions and
vehicle of their intangible cultural heritage all interactions with regard to their future
– and cultural institutions, while retaining development should be characterized
their right to participate fully, if they so by transparent collaboration, dialogue,
choose, in cultural life nationally. negotiation and consultation.
(f) The freedom of indigenous peoples to (k) Indigenous peoples should play
create, disseminate and distribute their a significant role in determining what
cultural expressions should be respected constitutes threats to their cultural (tangible
and the vitality of their cultures recognized. and intangible) and natural heritage and
in deciding how to prevent and mitigate
(g) Indigenous peoples should be such threats.
supported to create and disseminate their
cultural goods, services and traditional (l) Indigenous peoples should have access
25to specific aspects of their intangible peoples from their cultural and natural
cultural heritage, including the instruments, heritage sites is unacceptable.
objects, artefacts, cultural and natural
spaces and places of memory whose (p) Policies, interventions and practices
existence is necessary for expressing their of conservation and management in and
intangible cultural heritage, including in around cultural and natural heritage sites11
emergency situations. should:
(m) Customary restrictions on access Improve the ability, opportunities
to their heritage sites and the related and dignity of all, irrespective of age,
indigenous peoples’ right to maintain, gender, disability, ethnicity, origin,
protect, and have access in privacy to religion, or economic or other status;
their religious and cultural sites, should be
fully respected even where these may limit Promote equity and reduce social and
broader public access. economic inequalities and exclusions
of all, irrespective of age, gender,
(n) Many natural and cultural heritage sites disability, ethnicity, origin, religion, or
constitute home to or are located within economic or other status;
land managed by indigenous peoples,
whose land use, knowledge and cultural Recognize, respect, and take into
and spiritual values and practices may account the spiritual and cultural values,
depend on, shape or constitute part of the interconnections between biological
the heritage. In such places, indigenous and cultural diversity as well as cultural
peoples have the right to their traditional and environmental knowledge of
lands, territories and resources, and are indigenous peoples;
partners in site conservation and protection
activities that recognize traditional Ensure adequate consultations, the
management systems as part of new free, prior and informed consent and
management approaches. equitable and effective participation of
indigenous peoples where nomination,
(o) Forced relocation of indigenous management and policy measures of
11
For World Heritage sites, see Policy Document for the Integration of a Sustainable Development Perspective into
the Processes of the World Heritage Convention, endorsed by the World Heritage Committee (Decision 39 COM
5D, Bonn, 2015) and adopted by the General Assembly of the States Parties to the World Heritage Convention
(Resolution 20 GA 13; UNESCO, 2015, http://whc.unesco.org/en/sessions/20ga/).
26You can also read
