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This article analyzes Adivasi/Indigenous Peoples’ encounters with development in Attappady, India, focusing on identity, expertise, and the effects of casteist-colonial relations. By comparing counter-colonial narratives with UNESCO recommendations on human rights education, it highlights gaps between policy promises of dignity and everyday assaults on Adivasi personhood, including harms produced by profit-driven, ecologically destabilizing development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/rights-deferred-sustainable-futures-denied-indigenousadivasi-lessons-for-interrogating-tensions-in-rights-education/600447/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/rights-deferred-sustainable-futures-denied-indigenousadivasi-lessons-for-interrogating-tensions-in-rights-education/600447.png","ImageObject",300,407,{"name":92,"@type":93},"OmBimo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What core issue does the article investigate in Attappady?","Question",{"text":112,"@type":113},"It examines how people in a “tribal development block” navigate daily encounters with development in relation to their identity and expertise as Adivasi peoples, and what this reveals about tensions between policy promises and lived experiences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does UNESCO figure into the article’s analysis?",{"text":117,"@type":113},"The article compares Adivasi counter-colonial narratives with UNESCO recommendations and explainers on education for peace and human rights to assess whether commitments to dignity and sustainable futures are fulfilled.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about rights education?",{"text":121,"@type":113},"They argue for redirecting attention in rights education away from perceived deficits in Global South actors toward those who benefit from unjust global hierarchies, and for centering Indigenous/Adivasi expertise to enable systemic shifts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600447,1792188969,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893581,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Current Issues in Comparative Education (CICE), Volume 26, Issue 2, Special Issue 2024  \nRights Deferred, Sustainable Futures Denied: Indigenous/Adivasi Lessons for Interrogating Tensions in  \nRights Education  \nNaivedya Parakkal  \nUniversity of Michigan  \nHuman rights have been framed as integral to development. Yet, despite decades of development programming, human rights violations prevail. This article examines Adivasi/Indigenous Peoples’ encounters with development in Attappady, India, especially in relation to their identity and expertise as casteist-colonial India’s Indigenous Peoples. Comparing Adivasi interlocutors’ counter-colonial narratives with a thematic analysis of UNESCO’s recent recommendations on human rights education reveal how interlocutors are noting the disconnect between policy promises of the right to dignity and everyday assaults on Adivasi personhood. Meanwhile, development programs that prioritize profits over ecological balance continue to jeopardize their right to sustainable futures. These findings emphasize the relevance of redirecting gaze in rights education, from the perceived deficits of Global South actors towards those who benefit from sustaining unjust global hierarchies, while legitimizing the rights violations that arise from them. As the often-overlooked experts of relational living in a world rendered precarious by an inherently unsustainable development paradigm, this article’s interlocutors emphasize the significance of centering Indigenous/Adivasi expertise in imagining systemic shifts in rights education.  \nKeywords: coloniality, Global South, human rights education, Indigenous expertise, unsustainable development.  \nIntroduction  \n“I know the forest and the forest knows me,” explained Murugan,1 an Indigenous/Adivasi man from the Irula tribe in the South Indian state of Kerala. We were sitting by the banks of the Bhavani River, surrounded by the forests and mountains that were an important part of Murugan’s childhood. As a boy, Murugan could roam the forests freely without being afraid of wild animals because he had “learned that the beings in the forest will do no harm if they know that we respect them.” Murugan’s adventures in the forest ended in the mid-2000s when development and conservation projects supported by the Kerala State Schedule Tribes (ST) Development Department introduced restrictions on Adivasi peoples’ entry into forest land (Suchithra, 2013; Thomas, 2018) . Today, access into Murugan’s home hamlet, Thanchiyoor, which is one of 192 hamlets in the ‘tribal development block’ of Attappady, Kerala, is regulated through a police check-post, and Indigenous Peoples’ entry into the forest is mediated through  \n1 Names of research sites and people are pseudonyms.  \n© 2024, Parakkal. CC BY 4.0 . Current Issues in Comparative Education 26(2), 31-56.  \nRights Deferred, Sustainable Futures Denied: Indigenous/Adivasi Lessons for Interrogating Tensions in  \nRights Education  \nthe state’s development and forest departments. For Murugan, this means that he and his fellow Irular “no longer share the relationship [they] had with the forest and land.”  \nMurugan is joining Indigenous Peoples in India and around the world who assert that various forms of development interventions are severing relations that they have nurtured with sentient beings around them for centuries (Corntassel & Hardbarger, 2019; Quay, 2021; Todd, 2016) . Moreover, burgeoning scholarship demonstrates how development programs in the Global South, which neither consult nor substantively engage with Indigenous Peoples’ knowledge and expertise, are introducing new forms of socio-political and environmental precarities (bodhi & jojo, 2019; Huaman, 2019; Tuck, 2009) . Yet, mainstream global education recommendations and their national adaptations continue to frame development as essential for ensuring human rights (UNESCO, 2023; Uvin, 2007) .  \nAgainst this background, this article reflects on a key question posed by this ","cbCail5LZLSpgHMY","https://ap.wps.com/l/cbCail5LZLSpgHMY","pdf",287692,26,"English","# Introduction\n## Framing human rights and development\n## Research question and article purpose\n## Method and sources\n## Comparison with UNESCO recommendations","[{\"question\":\"What core issue does the article investigate in Attappady?\",\"answer\":\"It examines how people in a “tribal development block” navigate daily encounters with development in relation to their identity and expertise as Adivasi peoples, and what this reveals about tensions between policy promises and lived experiences.\"},{\"question\":\"How does UNESCO figure into the article’s analysis?\",\"answer\":\"The article compares Adivasi counter-colonial narratives with UNESCO recommendations and explainers on education for peace and human rights to assess whether commitments to dignity and sustainable futures are fulfilled.\"},{\"question\":\"What do the findings suggest about rights education?\",\"answer\":\"They argue for redirecting attention in rights education away from perceived deficits in Global South actors toward those who benefit from unjust global hierarchies, and for centering Indigenous/Adivasi expertise to enable systemic shifts.\"}]","Rights Deferred, Sustainable Futures Denied: Indigenous/Adivasi Lessons for Interrogating Tensions in Rights Education | PDF",1792090709,66]