Illiteracy among indigenous peoples

Nature

The inability of indigenous people to read and write in the official language of the country in which they are living, results in a perpetuation of their social and economic subjugation and exploitation; they are unable to find work with high enough wages to provide adequate housing, clothing and nourishment.

Background

Illiteracy among indigenous peoples emerged as a recognized global concern in the mid-20th century, as international organizations such as UNESCO documented stark disparities in educational access and outcomes. Subsequent research highlighted the links between linguistic marginalization, cultural assimilation policies, and persistent illiteracy rates. The 2007 UN Declaration on the Rights of Indigenous Peoples further underscored the issue, prompting increased attention to culturally relevant education and the preservation of indigenous languages as integral to literacy efforts.

Incidence

There exists a high-quality standardised dictionary and grammar, based on a wide variety of Slovak Gypsy dialects. However, it is not to the full benefit of the majority of the Gypsy population of the country, because of their traditional marginal position in the society and related poor education. Traditional Gypsy professions and ways of subsistence did not require (and sadly, they often hardly do today) more than the compulsory grammar school education. The 1970 census revealed that 70% of the older generation was illiterate. Those Gypsies who managed to acquire higher education did so in Slovak language and most of the time assimilated with the majority of the population.

Claim

Illiteracy among indigenous peoples is a critical crisis that cannot be ignored. It perpetuates cycles of poverty, erodes cultural identity, and denies basic human rights. The world’s failure to address this injustice is a blatant disregard for equality and dignity. Immediate, targeted action is essential to ensure indigenous communities have access to quality education, empowering them to thrive and preserve their heritage. Ignoring this issue is both unethical and unacceptable.

Counter-claim

Illiteracy among indigenous peoples is not an important problem at all. Many indigenous communities possess rich oral traditions and knowledge systems that do not rely on written language. Prioritizing literacy according to outside standards disregards their unique cultures and ways of life. Instead of imposing external values, we should respect their autonomy and recognize that literacy, as defined by mainstream society, is not essential for their well-being or cultural survival.