By the same authors

RUNA. Indigenous identity and heritage in the 21st century

Research output: Contribution to conference › Paper

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RUNA. Indigenous identity and heritage in the 21st century. / Currie, Elizabeth Jean.

2018. Paper presented at Society for American Archaeology, Albuquerque, United States.

Research output: Contribution to conference › Paper

Harvard

Currie, EJ 2018, 'RUNA. Indigenous identity and heritage in the 21st century', Paper presented at Society for American Archaeology, Albuquerque, United States, 10/04/19 - 14/04/19.

APA

Currie, E. J. (2018). RUNA. Indigenous identity and heritage in the 21st century. Paper presented at Society for American Archaeology, Albuquerque, United States.

Vancouver

Currie EJ. RUNA. Indigenous identity and heritage in the 21st century. 2018. Paper presented at Society for American Archaeology, Albuquerque, United States.

Author

Currie, Elizabeth Jean. / RUNA. Indigenous identity and heritage in the 21st century. Paper presented at Society for American Archaeology, Albuquerque, United States.

Bibtex - Download

@conference{f3bf120dead8412782cc9bf0faa00226,
title = "RUNA. Indigenous identity and heritage in the 21st century",
abstract = "The right of indigenous peoples to define their identities and to lobby for national policies that respect their views and lifeways, highlights the need for national curricula in schools and colleges globally to include more inclusive approaches to the teaching of subjects like history and archaeology in schools and colleges. In many countries with significant indigenous populations such as Ecuador, indigenous children learn little or nothing about their own cultures or histories in the formal educational system. Results from a recent survey of three indigenous communities in the Ecuadorian Andes demonstrate that less than 10% of respondents had learned anything about their culture, what constituted their ethnicity, or received any understanding of their archaeological and historical background through the formal educational system. The overwhelming majority had learned what it meant to be {\textquoteleft}indigenous - Runa{\textquoteright} through their family and community traditions. Results from the survey also demonstrate the destructive impacts of global culture, technology, medicine, tourism and evangelisation campaigns to ancestral indigenous belief systems and traditions, which had, until recently, survived nearly intact over the course of 500 years.",
author = "Currie, {Elizabeth Jean}",
year = "2018",
month = apr,
language = "English",
note = "Society for American Archaeology ; Conference date: 10-04-2019 Through 14-04-2019",

}

RIS (suitable for import to EndNote) - Download

TY - CONF

T1 - RUNA. Indigenous identity and heritage in the 21st century

AU - Currie, Elizabeth Jean

PY - 2018/4

Y1 - 2018/4

N2 - The right of indigenous peoples to define their identities and to lobby for national policies that respect their views and lifeways, highlights the need for national curricula in schools and colleges globally to include more inclusive approaches to the teaching of subjects like history and archaeology in schools and colleges. In many countries with significant indigenous populations such as Ecuador, indigenous children learn little or nothing about their own cultures or histories in the formal educational system. Results from a recent survey of three indigenous communities in the Ecuadorian Andes demonstrate that less than 10% of respondents had learned anything about their culture, what constituted their ethnicity, or received any understanding of their archaeological and historical background through the formal educational system. The overwhelming majority had learned what it meant to be ‘indigenous - Runa’ through their family and community traditions. Results from the survey also demonstrate the destructive impacts of global culture, technology, medicine, tourism and evangelisation campaigns to ancestral indigenous belief systems and traditions, which had, until recently, survived nearly intact over the course of 500 years.

AB - The right of indigenous peoples to define their identities and to lobby for national policies that respect their views and lifeways, highlights the need for national curricula in schools and colleges globally to include more inclusive approaches to the teaching of subjects like history and archaeology in schools and colleges. In many countries with significant indigenous populations such as Ecuador, indigenous children learn little or nothing about their own cultures or histories in the formal educational system. Results from a recent survey of three indigenous communities in the Ecuadorian Andes demonstrate that less than 10% of respondents had learned anything about their culture, what constituted their ethnicity, or received any understanding of their archaeological and historical background through the formal educational system. The overwhelming majority had learned what it meant to be ‘indigenous - Runa’ through their family and community traditions. Results from the survey also demonstrate the destructive impacts of global culture, technology, medicine, tourism and evangelisation campaigns to ancestral indigenous belief systems and traditions, which had, until recently, survived nearly intact over the course of 500 years.

M3 - Paper

T2 - Society for American Archaeology

Y2 - 10 April 2019 through 14 April 2019

ER -

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