Abstract Indigenous education engages directly with an overtly politicised process of knowledge construction, recognising and building on existing skills and informal learning practices within communities. Given the 2030 Sustainable Development Agenda’s emphasis on social justice and gender equality, this paper sets out to explore what indigenous movements can offer in terms of developing an alternative approach to adult learning based on a rights perspective. The article compares the documentary analysis of policy on indigenous women and adult education internationally with a case study of indigenous movements and government policy in Nepal. The analysis reveals that international policy recognises indigenous women as a particularly marginalised group, but is not informed by a transformative notion of empowerment nor consideration of the implications of indigenous knowledge for mainstream education. In Nepal, indigenous federations and the government non formal education programmes similarly aim to impart skills for a modernised economy. However, women’s indigenous movements are committed to developing capabilities and creating new spaces for indigenous women to engage in political debate and representation. This politicised informal learning offers insights for developing the cross-sectoral rights-based adult education envisaged in the 2030 Sustainable Development Agenda.

中文翻译：

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成年土著妇女，学习与社会正义：在当前政策环境中挑战性的赤字话题

摘要土著教育直接参与了知识建构的公开政治过程，承认和利用社区中的现有技能和非正式学习实践。考虑到《 2030年可持续发展议程》对社会正义和性别平等的重视，本文着手探讨土著运动在基于权利观点发展成人学习的替代方法方面可以提供什么。本文将国际上有关土著妇女和成人教育政策的文献分析与尼泊尔土著运动和政府政策的案例研究进行了比较。分析表明，国际政策承认土著妇女是特别边缘化的群体，但是既没有赋予权力的变革观念，也没有考虑到土著知识对主流教育的影响。在尼泊尔，原住民联合会和政府的非正规教育计划同样旨在为现代经济传授技能。但是，土著妇女运动致力于发展能力并为土著妇女参与政治辩论和代表制创造新的空间。这种政治化的非正式学习为发展《 2030年可持续发展议程》中设想的基于跨部门权利的成人教育提供了见识。妇女土著运动致力于发展能力，并为土著妇女参与政治辩论和代表制创造新的空间。这种政治化的非正式学习为发展《 2030年可持续发展议程》中设想的基于跨部门权利的成人教育提供了见识。妇女土著运动致力于发展能力，并为土著妇女参与政治辩论和代表制创造新的空间。这种政治化的非正式学习为发展《 2030年可持续发展议程》中设想的基于跨部门权利的成人教育提供了见识。