Environmental change of coastal Sundarbans: Impact on livelihood and standard of living status of indigenous people

This study aims to determine the history, driving factors, adaptation, social solidarity, and barriers faced by Javanese and Sundanese ethnic transmigrant communities in adapting in Batang Pane II Village, Padang Bolak District, North Padang Lawas Regency. This study used a qualitative descriptive study with the subject of Javanese, Sundanese, and indigenous ethnic transmigrant communities namely the Batak Angkola sub-community. The results of the study show that the history of their transmigration was a result of the general transmigration program of 1982 under the rule of President Suharto. The driving factor is because you want to improve your standard of living, and get a more prosperous life. The adaptation of the transmigrant community went well, as evidenced by the interaction and communication that took place between each ethnic group. The social solidarity that occurs, can be seen in various kinds of activities carried out jointly, collaborating with each other and establishing cohesiveness in the community. Barriers to adaptation to barren soil environments so that people cannot grow crops other than perennials at the beginning of transmigration. The obstacle in communicating is because each ethnic group has a different language. The conclusion is that transmigrant communities with indigenous people each adapt to each other. The adaptation process does not fully occur naturally, but has been programmed by the government with evidence of laying houses for transmigrants and indigenous people randomly.

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Fostering the Literacy of indigenous Elementary School-Age Children

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds15.1.5 ◽

2008 ◽

Vol 15 (1) ◽

pp. 5-11 ◽

Cited By ~ 2

Author(s):

Diane Frome Loeb ◽

Kathy Redbird

Keyword(s):

Native American ◽

Indigenous People ◽

Culturally Sensitive ◽

Literacy Skills ◽

School Age Children ◽

School Age ◽

Reading Curriculum ◽

Authentic Materials ◽

Elementary School Age ◽

Values And Beliefs

Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.

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