The Batwa communities of the Great Lakes Region are mainly former hunter-gatherers who have been evicted from their forest homes over the course of many decades. They now live as a neglected and marginalized minority, often in remote conflict and post-conflict areas. Although Batwa adults and children across the region have identified education as their most important priority, the vast majority have had little if any chance to go to school. Poverty and hunger, and the long distances they often have to travel to access schooling, prevent children from enjoying what is their fundamental human right. Batwa identity has been historically misrepresented in school curricula in the region, and this continues today. Batwa children in Burundi report being told by teachers that because they are Batwa, they are ‘worth nothing’. For Batwa, access to education means change at the most basic level, such as being able to read public signs and notices. It allows self-sufficiency and promotes self-esteem; it offers the potential to undertake training in technical skills or access to employment, all of which would help Batwa people combat the poverty they live in. The welfare of minorities within a country has repercussions for its welfare as a whole. If the social and political exclusion of the Batwa is to end, it is clear that their education opportunities must improve dramatically at every level. This report contains a wealth of first-hand research from Burundi, Democratic Republic of Congo, Rwanda and Uganda which clearly shows that more positive action is needed from governments, civil society organizations and the international community.

The Batwa communities of the Great Lakes region are mainly former hunter-gatherers who have been evicted from their forest homes over the course of many decades. They now live as a neglected and marginalized minority, often in remote conflict and post-conflict areas. Although Batwa adults and children across the region have identified education as their most important priority, the vast majority have had little if any chance to go to school. Poverty and hunger, and the long distances they often have to travel to access schooling, prevent children from enjoying what is their fundamental human right. Batwa communities have experienced almost every kind of abuse imaginable, particularly in times of war. More generally, they are routinely excluded from participation in public life and are denied their share of public resources. There are many interconnected reasons for this, but poor access to education is a central one.

This set of original articles probes the breadth of vital issues surrounding the impact of war and violence on women globally—and examines what is being done to mitigate their effects. The story of men's roles in war and violence fills headlines and history books, but the women's narrative too often goes unnoticed. This two-volume work brings women's voices to the fore, highlighting new scholarship and journalism to offer a realistic understanding of this timely topic. Including both historical context and contemporary issues, the volumes explore types of violence affecting women and girls—as victims of war and as combatants in and perpetrators of war. Equally important, it provides an in-depth look at resistance movements and peacemaking efforts, examining how these issues can—and should—be addressed. The two volumes bring together a wide range of articles by experts from various fields and backgrounds to provide the first all-inclusive overview of women, war, and violence. Other works on the subject tend to be focused on Western nations, offering a narrow view of a global issue. This compendium, in contrast, takes a truly international approach. It provides general readers, policymakers, students and scholars with a compelling collection of insights from around the world, exposing the varied experiences women have had—and continue to have—with violence and war.

‘Education is the most powerful weapon which you can use to change the world.’ Nelson Mandela Education for all is a goal that has been reaffirmed by states the world over many times in the last decade. It is meant to be achieved by 2015. But as this book clearly shows, a quality education is not reaching the world’s most vulnerable communities: minorities and indigenous peoples.In Central Africa, the great majority of indigenous Batwa and Baka have not had access even to primary education. In South Asia, Dalit girls are prevented from pursuing their education not just because of poverty, but through discrimination and sexual violence. In many countries in Europe, Roma children continue to be placed in segregated classes or in special schools for those with learning disabilities, just because of their ethnicity. In Latin America, millions of indigenous and African descendant children, instead of being in school, work in fields and plantations, in the mines, or at home.In a unique collaboration with UNICEF, Minority Rights Group International reports on what minority and indigenous children around the world face in their struggle to learn. State of the World’s Minorities and Indigenous Peoples 2009 profiles the programmes that are being developed to help them – from better bilingual education to meeting the needs of nomadic populations – giving examples of what works and why. It describes efforts to overcome exclusion so that education is available, accessible, acceptable and adaptable for minorities and indigenous peoples, and shows how far there is still to go.It includes: - An analysis of available statistics that show that minorities and indigenous peoples are the most likely to suffer discrimination and exclusion in education worldwide. - First-hand accounts of the difficulties and challenges facing minority and indigenous children in every major world region. - Coverage of the key issues for promoting the right to education, including overcoming the double discrimination faced by minority and indigenous girls, the need to collect data by ethnicity, and the importance of bilingual or plurilingual education. - A unique statistical analysis and ranking of Peoples under Threat 2009. State of the World’s Minorities and Indigenous Peoples is an invaluable reference for policy makers, academics, journalists and everyone who is interested in the conditions facing minorities and indigenous peoples around the world.

The Kahuzi-Biega National Park (‘PNKB’) in the Democratic Republic of the Congo presents an existential threat to the indigenous Batwa people. For millennia, Batwa occupied the forests surrounding Mount Kahuzi and Mount Biega, utilizing traditional ecological knowledge and sustainable practices to foster one of the most biodiverse places on the planet. The creation of the PNKB in the 1970s forced Batwa from their ancestral lands, rendering them deeply impoverished, landless, dependent and culturally disconnected. When they seek to return home and access their lands and resources, they are subjected to extreme violence by park authorities who treat them as trespassers, poachers and enemies of conservation. This report situates the serious human rights violations suffered by Batwa in the PNKB within the broader global phenomenon of ‘fortress conservation’ and analyses the respective roles and accountability of the park’s core international partners. Ongoing violence against Batwa in the PNKB is a stark reminder of the immense human and environmental costs associated with pursuing conservation policies that prevent indigenous peoples from owning, governing, accessing and benefiting from their territories and resources. These policies are bolstered by donors, global NGOs and international organizations which enable and tacitly uphold a violent and anti-indigenous status quo in the PNKB and other protected areas. Donors, conservation organizations and other international partners of the PNKB have failed to adequately ensure that their support did not contribute to human rights violations committed against Batwa. These international partners had explicit knowledge of unresolved human rights abuses committed by ecoguards, as well as threats of imminent violence against Batwa communities living inside the park. Yet, they continued to equip, fund and train ecoguards and actively promoted the increasing militarization of the PNKB. This militarization has resulted in overly aggressive policing and military-style actions by ecoguards (often jointly with the Congolese Army) who explicitly target, criminalize and brutalize Batwa. At the same time, the park consistently fails to meet environmental expectations and objectives. Thus, the PNKB represents a clear case of how fortress conservation fails both people and the environment. Regrettably, it is not an isolated example of flawed conservation policy. Instead, it is indicative of the institutional shortcomings and systemic failures inherent in the dominant ways in which conservation is pursued by states and promoted by international conservation actors in the Congo Basin and in other parts of the world.

Although nomadic peoples are scattered worldwide and have highly heterogeneous lifestyles, they face similar threats to their mobile livelihood and survival. Commonly, nomadic peoples are facing pressure from the predominant sedentary world over mobility, land rights, water resources, access to natural resources, and migration routes. Adding to these traditional problems, rapid growth in the extractive industry and the need for the exploitation of the natural resources are putting new strains on nomadic lifestyles. This book provides an innovative rights-based approach to the issue of nomadism looking at issues including discrimination, persecution, freedom of movement, land rights, cultural and political rights, and effective management of natural resources. Jeremie Gilbert analyses the extent to which human rights law is able to provide protection for nomadic peoples to perpetuate their own way of life and culture. The book questions whether the current human rights regime is able to protect nomadic peoples, and highlights the lacuna that currently exists in international human rights law in relation to nomadic peoples. It goes on to propose avenues for the development of specific rights for nomadic peoples, offering a new reading on freedom of movement, land rights and development in the context of nomadism.

This work examines the world's indigenous peoples, their cultures, the countries in which they reside, and the issues that impact these groups.

Education in East and Central Africa is a comprehensive critical reference guide to education in the region. With chapters written by an international team of leading regional education experts, the book explores the education systems of Djibouti, Eritrea, Ethiopia, Kenya, Somalia, South Sudan, Tanzania, Uganda, Zambia, Angola, Burundi, the Central African Republic, the Democratic Republic of Congo, Equatorial Guinea and Sao Tome, Gabon, the Republic of Congo and Rwanda. The book critically examines the regional development of education provision in each country as well as recent reforms and global contexts. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this handbook is an essential reference for researchers, scholars, international agencies and policy-makers at all levels.

They are laborers, soldiers, refugees, and orphans. In areas of the world torn by poverty, disease, and war, millions of children are invisible victims, deprived of home, family, and basic human rights. Their chances for a stable adult life are extremely slim. The powerful interdisciplinary volume Vulnerable Children brings a global child-rights perspective to the lives of indigenous, refugee, and minority children in and from crisis-prone regions. Focusing on self-determination, education, security, health, and related issues, an international panel of scholars examines the structural and political sources of children's vulnerabilities and their effects on development. The book analyzes intervention programs currently in place and identifies challenges that must be met at both the community and larger policy levels. These chapters also go a long way to explain the often-blurred line between vulnerability and resilience. Included in the coverage: Dilemmas of rights-based approaches to child well-being in an African cultural context. Poverty and minority children’s education in the U.S.: case study of a Sudanese refugee family. The heterogeneity of young children’s experiences in Kenya and Brazil. A world tour of interventions for children of a parent with a psychiatric illness. An exploration of fosterage of Owambo orphans in Namibia. UNICEF in Colombia: defending and nurturing childhood in media, public, and policy discourses. Vulnerable Children is a must-have volume for researchers, graduate students, and clinicians/professionals/practitioners across a range of fields, including child and school psychology, social work, maternal and child health, developmental psychology, anthropology, sociology, social policy, and public health.