Conservation and Indigenous Peoples: Sustainable development and study abroad in the Amazon

• In Event: Education for Sustainable Development SIG Highlighted Session: Conservation, Ubuntu Philosophy & Social Responsibility for Development Work

Abstract

Objectives and Purpose:
The purpose of this paper is to provide information about a dynamic and unique partnership between US Universities, Brazilian Universities, Brazilian NGOs and indigenous groups. This unique program brings 10 – 15 North American students to the Kayapo village of Aukre in the southeastern Amazon to live and study. The program itself is a “development” project, but students also speak and work with the Kayapo around issues of conservation, biodiversity, livelihoods, gender issues and range of other issues. Having just completed its 10th year, the presentation will provide a general overview of the history and evolution of the program, identifying number of N. American students who have participated, impacts on the community and future opportunities. In addition, the paper outlines why indigenous groups like the Kayapo are so important and how programs like this are one of many that may be a good example of how international education program can help achieve sustainable development goals.

Main perspectives and conceptual frameworks:
Using the 1987 Brundtland Commission Report as the definition for sustainable development, the paper comments on and critiques the program using the education for sustainable development characteristics described by UNESCO
Education for sustainable development:
• is based on the principles and values that underlie sustainable development;
• deals with the well-being of all four dimensions of sustainability – environment, society, culture and economy;
• uses a variety of pedagogical techniques that promote participatory learning and higher-order thinking skills;
• promotes lifelong learning;
• is locally relevant and culturally appropriate;
• is based on local needs, perceptions and conditions, but acknowledges that fulfilling local needs often has international effects and consequences;
• engages formal, non-formal and informal education;
• accommodates the evolving nature of the concept of sustainability;
• addresses content, taking into account context, global issues and local priorities;
• builds civil capacity for community-based decision-making, social tolerance, environmental stewardship, an adaptable workforce, and a good quality of life;
• is interdisciplinary.

Analytical methods, research design, or modes of inquiry:
The research draws upon several primary and secondary data sources including interview with the actors, faculty, conservationists and NGO leaders who developed the program, various faculty who have led or participated in the program, students who have participated in the program. Noticeably absent are the voices of the Kayapo, who do government restrictions on research are unable to lend their voices to publishable projects.

Results/ Conclusions:
Given the results and sustainability of the program, the relationships that have developed and the impact the program has had on the community of Aukre and the participating students and faculty, this program is an excellent case of an ESD study abroad program. There are areas of concern, particular with regard to the interaction between the groups that will be discussed in the presentation.

Significance to the field:
The Kayapo are an indigenous group that still has relatively strong autonomy over its land and cultural. The Kayapo control one of the largest and most biodiverse tracts of forest on earth. In the last 50 years, they have successfully pushed back on international forces, most famously in the case of the Altamira dam on the Xingu river. Reaching the village of Aukre, one must charter a plane from a frontier town, right at the edge of the ‘arc of deforestation.’ Kayapo partnerships with NGO and Universities have provided considerable access to resources both directly and indirectly. The fact is that there are very few (if any) programs that allow access to such an important group to conservation and biodiversity of the planet. The significance of this paper is to highlight the values and critiques of the program from the perspective of faculty, students and other important actors, highlighting the value of sustainable development projects that integrate education programming for the indigenous group as well as the North America students.

Author

• Matthew Aruch, University of Maryland College Park