Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

Dear Delegates,

Welcome to the Social, Cultural, and Humanitarian Committee (SOCHUM) of the 9th annual Centennial High School Model U.N. Conference (CHSMUNC)! SOCHUM, the Third Committee of the United Nations General Assembly, is our largest committee at CHSMUNC and welcomes both novices and veterans to participate in debate.

My name is Julie Wang, and I am a senior at Centennial High School. This year, I will serve as the chair of the SOCHUM committee. As a fourth-year Model U.N. veteran, I am the Co-Secretary General of Centennial’s Model U.N. club. After joining the club in my freshman year and participating in various conferences, I quickly fell in love with studying international issues and engaging in debate. In my sophomore year, I chaired the U.N. Human Rights Council at CHSMUNC 2015 and then went on to serve as the Secretary-General for CHSMUNC 2016. Outside of MUN, I love to engage in politics, advocacy, and community service by serving as the Founder and Co-President of Centennial’s Girl Up club and Vice President of the National Honor Society.

Hello, my name is Steven Jin and I am a senior at Mt. Hebron High School, and the Secretary-General of Mt. Hebron Model U.N. I will be serving as the co-chair of SOCHUM at CHSMUNC 2017. I have enjoyed MUN throughout my entire high school career, ever since participating in CHSMUNC SOCHUM 2014 as a delegate. I am excited to bring my love and interest for foreign policy to this committee, and look forward to experiencing SOCHUM from the position of the chairs. Outside of MUN, I am the Founder and Head Instructor of Jin Education and Test Preparation, the President of Mt. Hebron's Student Government Association, the Captain of Mt. Hebron's Mock Trial Team, and the President Emeritus of Mt. Hebron's FBLA Chapter.

Hi, my name is Urvi Patel, and I will be serving as the dais staff of SOCHUM. I am currently a sophomore at Centennial High School and the Member-at-Large of Centennial’s Model U.N. This is the second year of my MUN experience, but my first year at CHSMUNC. I joined Model U.N. in my freshman year right after the end of the Centennial’s fall sport season, and although I missed CHSMUNC, I was able to attend FMUNC, JHUMUNC, BAMUNC, and MAL all during my freshman year. Over the course of the year, I started to develop a passion for the club because it helped me express my opinions as well as overcome my fear of public speaking. In my free time, I enjoy traveling, going out with friends and spending time with my family.

This year, the SOCHUM committee will address the rights of indigenous peoples around the world. For hundreds of years, indigenous peoples have remained to be one of the world’s most marginalized ethnic groups. With the advancement of an increasingly technological society, indigenous groups are often disenfranchised by the communities that they inhabit. Local, regional, and national governments have neglected to acknowledge their rights and despite prior United Nations recognition, human rights infringements occur on nearly a daily basis. As delegates representing different nations, your role is to conduct in-depth research on the

CHSMUNC 2017 pg. 1

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

indigenous populations of our country, as well as consider the global impact of indigenous groups, to address injustice and develop comprehensive solutions to the issue at hand.

Please use this background guide as a foundation for your research and play close attention to the key concerns that are raised. Although this topic is extremely multi-faceted, it is important to remember that there is no all-encompassing solution, and the committee is simply encouraged to focus on improving the visibility of indigenous groups as a whole. If you have any questions, feel free to contact us at centennialmun@gmail.com or email Julie Wang with any specific concerns at juliehs.wang@gmail.com. We look forward to seeing you all in November, and happy researching!

Sincerely, Julie Wang CHSMUNC 2017 SOCHUM Chair Steven Jin CHSMUNC 2017 SOCHUM Co-Chair Urvi Patel CHSMUNC 2017 SOCHUM Dais Staff

CHSMUNC 2017 pg. 2

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

Introduction to the Social, Cultural, and Humanitarian Committee (SOCHUM)

With the end of World War II and the creation of the United Nations, international communities pledged to never again tolerate the atrocities and brutalities families faced during the Holocaust. Hence, the Universal Declaration of Human Rights was established. Two years later, in 1948, the Social, Cultural, and Humanitarian Committee was created to supplement the Universal Declaration of Human Rights. The Social, Cultural, and Humanitarian Committee, otherwise known as SOCHUM, is the third Committee of the United Nations General Assembly. SOCHUM is responsible for promoting and enforcing basic human freedoms and ideals that that are meant to satisfy international communities (UN News Centre).

The third committee addresses a range of social, cultural, and humanitarian issues. During the most recent sessions, the committee discussed questions relating to the advancement of women, the protection of children, indigenous issues, the treatment of refugees, and the promotion of fundamental freedoms through the elimination of racism and racial discrimination. The committee has also addressed imperative social development questions, such as issues identifying with youth, families, maturing, people with handicaps, criminal equity, and global medication control. At the seventeenth session of the general assembly, SOCHUM considered 65 draft resolutions, of which, over half were submitted under the human rights agenda (Social, Humanitarian, and Cultural).

SOCHUM is comprised of of all the members of the United Nations and each member is allotted one vote each. The functions and structures of SOCHUM are laid out in Chapter IV article 10 stating, “the General Assembly may discuss any questions or any matters within the scope of the present Charter or relating to the powers and functions of any organs provided for in the present Charter, and, except as provided in Article 12, may make recommendations to the Members of the United Nations or to the Security Council or to both on any such questions or matters” (Charter of the United Nations). Although the General Assembly does not have the power to pass legally binding resolutions, the recommendations of the committee have held lasting impacts on national and international policies.

CHSMUNC 2017 pg. 3

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

Topic: Protecting and Promoting the Rights of Indigenous Peoples Introduction

Generally defined as ethnic groups who are the inhabitants of a given region, pre-colonized society, indigenous peoples have retained unique social, political, and cultural traditions for thousands of years. Indigenous communities often consider themselves separate from the current governing bodies of the region in which they inhabit and possess political systems of their own. With their rich cultural heritages, they have often been credited with being the main contributors to the world’s diversity. Furthermore, their knowledge of the world’s natural resources has significantly aided global developments in medicine, food security, and health.

Although the United Nations has not adopted a formal definition of “indigenous,” the 2007 U.N. Declaration on the Rights of Indigenous Peoples (UNDRIP) asserts the universal rights of indigenous people and recognizes their right to self-determination. The UNDRIP not only confirms these rights, but also codifies international support for the political agendas of indigenous groups. Despite the adoption of this resolution, indigenous communities around the world continue to face discrimination in all aspects of life. As one of the most marginalized ethnic minorities, indigenous peoples combat a distinct set of difficulties, from discrimination in schools and workplaces to the encroachment of sacred lands. Furthermore, many national and local governments have been unwilling to address the issue with any comprehensive measure of social and cultural reform.

Some of the earliest infringements on indigenous groups can be traced back to the early 15th century with the territorial expansion of European nations. Often relentlessly motivated by God, gold, and glory, European settlers held little regard for groups native to regions of conquest. Continued expansion led to violent territorial and cultural conflict in areas across the Americas, Africa, Asia, and the Pacific. Although indigenous groups retaliated with force, European powers tended to have the weaponry necessary to displace and devastate entire populations. More recently, the issue has taken center stage with conflict regarding the Standing Rock Indian Reservation in the United States and violent attacks on indigenous populations in Brazil. In the face of such instances of prevailing discrimination, indigenous peoples have continued to raise their voices and demand equal human rights. Now, it is the role of the committee to respond to these concerns; this committee will seek to advance past the level of acknowledging indigenous rights and instead, develop concrete ways to uphold and promote these rights.

CHSMUNC 2017 pg. 4

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

Definition of “Indigenous” United Nations Definitions

Although it is important to recognize that there is no universal or official United Nations definition of “indigenous peoples,” the committee will often reference definitions previously discussed by various U.N. agencies. An earliest form of a concrete definition was proposed by the United Nations Working Group on Indigenous Populations in 1972, which states that indigenous communities are “those that, having a historical continuity with pre-invasion and pre-colonial societies that developed on their territories, consider themselves distinct from other sectors of the societies now prevailing in those territories, or parts of them.” Recently, the United Nations Permanent Forum on Indigenous Issues (UNFPII) expanded on this definition with the distinction that indigenous groups are autonomous communities that are protected in national and international legislation as having a specific set of rights. The Forum further affirmed that the special protection of rights was necessary as indigenous peoples have been disproportionately marginalized and oppressed. In terms of national and international law, indigenous peoples are legally defined as culturally distinct groups that have been affected by colonization. Self-identification

As per the recommendation of the United Nations, one of the most beneficial methods for recognizing indigenous peoples is by way of one’s self-identification. According to the International Work Group for Indigenous Affairs, “self-identification as an indigenous individual and acceptance as such by the group is an essential component of indigenous peoples’ sense of identity” (IWGIA). Due to the cultural significance of this identification, international bodies have adopted similar processes for determining the groups to which certain legislative provisions apply. Article 1 of the International Labor Organization Convention No. 169 establishes that self-identification as indigenous serves as the “fundamental criterion” for such a process (ILO). Population and Distribution

The United Nations estimates that there are currently more than 370 million indigenous people spread across over 70 nations, with communities most notably present in Latin America, southeast Asia, and the islands of Oceania. The five Latin American countries with the largest indigenous populations are Mexico, Bolivia, Guatemala, Peru, and Ecuador, with a total estimated population of over 7.6 million indigenous peoples in Mexico and over 5 million in Bolivia (Georgetown Political Database of the Americas). Of those nations, Peru is held to have the largest indigenous population of any South American nation, with about 45% of the country’s citizens identifying as indigenous. Although indigenous peoples often inhabit reserved lands away from urbanized neighborhoods, communities are not limited to these geographic

CHSMUNC 2017 pg. 5

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

regions and large populations of indigenous peoples also reside in major cities. For example, the majority of Australia’s Aboriginal population lives in eastern Australian states, with most living in Sydney. Likewise, over 72,000 Aboriginals lived in Winnipeg, Canada according to the 2011 census (Indian Country Today). However, even in the 21st century, there remains a significant lack of data on the geographics of indigenous peoples.

Source: LandMark Map (www.landmarkmap.org). This particular map shows the percent of each country held by indigenous peoples and communities, as acknowledged by the national government. General Characteristics of Indigenous Peoples

Indigenous populations vastly differ from one group to another, but there are often a few characteristics that can be commonly observed among different ethnic groups. The categories included below simply offer a glimpse into the unique lives of indigenous peoples.

CHSMUNC 2017 pg. 6

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

Social & Cultural Identity For thousands of years, indigenous peoples have maintained distinct social and cultural

traditions. They not only hold specific traditional values and beliefs, but also commonly practice unique languages. Today, it is estimated that there are around 4,000 different languages spoken by indigenous groups (Amnesty International). Furthermore, traditional knowledge has played a significant in communities; developed over the course of centuries, knowledge ranging from the medicinal to the physical reflects a keen understanding of the natural world. Recent studies have also highlighted the importance of traditional food practices, connecting indigenous cultural foods directly to their health and well-being (United Nations). Outside of the basic human needs, indigenous peoples have also developed rich forms of cultural expression, from spiritual rites to folklore and dance. Economics & Politics

Indigenous communities often consider themselves autonomous political bodies and do not affiliate with the mainstream government. If this is the case, groups operate by their own political institutions, which can vary significantly across different communities. Indigenous groups are also often characterized with distinct economic models, unique to each community. However, one key economic factor that is shared among various indigenous groups is the tendency to work in small-scale, local business. Many groups engage in making handicrafts or trading locally to create a sustainable lifestyle. For many tribes that live in the Northern areas of the world, hunting, fish, animal-breeding, and gathering are also common economic activities. Relationship with the Environment

One key characteristic that is frequently seen across different indigenous groups is a deeper understanding of the natural world and environments. It is believed that indigenous communities contain 80 percent of the world’s biodiversity to this day (Cultural Survival). As a result, indigenous peoples have developed valuable insights into sustainable land management and the use of natural resources. For many indigenous groups, this relationship goes farther, with many sharing the belief that the natural world is indeed sacred and should be wholly protected for future generations. Thus, losing one’s land is often equated with a loss of personal identity (Amnesty International). Areas of Discrimination Access to Health Services & Basic Needs

In addition to a massive income gap, health deficits among indigenous groups are severe. In the 18th and 19th centuries, groups spanning from New Zealand and Australia to the United States and Canada were nearly decimated by infectious diseases, such as measles, typhoid fever, tuberculosis, and the influenza. With the advent of the 20th century, indigenous peoples have

CHSMUNC 2017 pg. 7

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

also disproportionately been affected by modern health issues, such as drug abuse, suicide, cancer, and other non-communicable diseases (NIH). For indigenous women, health issues are compounded with poor reproductive health services, often with high infant mortality rates as a result. In Panama, for example, the average infant mortality rate among indigenous children is three times higher than that of the overall population (WHO).

Culturally, indigenous peoples are less likely to seek medical help, but also more likely to suffer from health issues (World Bank). According to the NIH, explanations for the poor health status of indigenous peoples can be categorized into four main causes: genetic vulnerability, socioeconomic disadvantages, resource alienation, and political oppression. Resource alienation, in particular, is a significant cause of health issues. Because indigenous groups often live apart from mainstream society, their remote locations make it especially difficult to access basic amenities, such as clean drinking water and safe housing. Due to a lack of government investment in resources for indigenous communities, medical aid is scarce in remote areas. Furthermore, for many indigenous groups, entire populations rely on traditional medical practices as their primary source of medical care (WHO). Although traditional indigenous medicine has had long-lasting beneficial impacts on the global health community, it has become increasingly difficult for the diagnosis and treatment of non-communicable diseases without modern technology. This factor is further exacerbated by a lack of health education among indigenous youth and leaders (U.N. Inter-Agency Support Group on Indigenous Issues). Quality Education

As defined by the Universal Declaration of Human Rights, everyone has the right to a quality education. Indigenous peoples currently hold one of the world’s highest illiteracy rates among various ethnic groups. At the very root of this issue is an extreme lack of infrastructure near or within indigenous communities, including a lack of physical schools, mobile school environments, and bilingual or indigenous teachers. When indigenous peoples do not have the infrastructure for schools within their own communities, they may be forced to seek an outside education and face the financial burden of tuition and costs for other materials, such as uniforms and textbooks.

Although this issue can be attributed to a myriad of causes, perhaps one of the most significant is the lack of appropriate educational systems. Many indigenous youths have difficulty gaining access to education. In the rare event that one does have the opportunity for an education, public curricula is poorly informed and lacks cultural sensitivity. For the majority of public school programs, curriculum is developed without the insight of indigenous community leaders and fail to take into account the special needs of indigenous children (ex. language barriers and vastly different learning environments). Consequently, students quickly become victim of these programs and fall behind in their coursework without proper aid. In many instances, an education that does not properly align with the social and cultural needs of indigenous students can even threaten their existence. Some educational programs have made attempts to assimilate indigenous students into mainstream culture, holding extreme disregard for

CHSMUNC 2017 pg. 8

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

one’s native culture and traditions. A common example of this is seen with boarding schools, where indigenous children are abused by their peers in drastically unfamiliar environments. In this case, policies have used the education system as a form of systematic discrimination, destroying culture, language, and society in the process.

When examining the education gap between indigenous youths and mainstream populations, it is also important to recognize that effect of social factors such as gender-based discrimination are significantly more pronounced. In indigenous societies, girls are commonly prevented from attending school due to family pressures to marry early or remain in the home to take care of household chores. When stripped of their right to education, women and girls lose their autonomy and hold very limited options for their future. In the long-term, this phenomenon is highly damaging for indigenous societies and also exacerbates the issues of poverty, social mobility, and economic inequality. For both boys and girls however, many indigenous elders view mainstream education as a devastating blow to one’s identity, and as a result, social barriers are magnified in the decision to pursue an education. Political Representation

It is not uncommon, in many nations, for indigenous peoples to be branded as second class citizens and denied the basic rights of citizenship. As a result, many indigenous peoples are not protected under national law and are not granted a voice in state politics. This lack of political representation leaves communities at greater risk for discrimination in the future. Moreover, human rights defenders of indigenous peoples are frequently faced with intimidation or even threats of murder, only exacerbating the situation. In the political spectrum of this issue, opponents of indigenous human rights argue that as individuals without any “legal civic responsibility,” indigenous peoples should not be subject to the same human rights protections. Additionally, advocates believe that indigenous peoples are unable to understand the national laws, and therefore legally classified as “incapable beings” (UN World Conference Against Racism).

Currently, indigenous leaders are striving for political representation at the international level through councils at the United Nations. The most notable example of such a body, the United Nations Permanent Forum on Indigenous Issues, offers indigenous peoples the platform to act as advisors to the Economic and Social Council (U.N. DSP). Although this international development has far-reaching consequences, the forum has failed to inspire the widespread creation of similar advisory councils among national government institutions. Economic Inequality

Although indigenous peoples account for just 5 percent of the world’s population, they make up nearly 15 percent of the world’s extremely poor population (United Nations Human Rights). According to the regional Human Development report for Latin America and the Caribbean, the majority of indigenous peoples in those nations live on the equivalent of less than 1 US dollar per day (United Nations Permanent Forum on Indigenous Issues). Even in the face of

CHSMUNC 2017 pg. 9

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

declining poverty rates, the income gap is persistent. In one study conducted by the World Bank from 1993 to 2006, the headcount poverty rate fell by over 80 percent for the non-indigenous, but only by 40 percent for the indigenous. Similar evidence of such a case was found in India, Laos, and Gabon as well (World Bank). Studies conducted in New Zealand show that the indigenous Māori youth are disproportionately represented among the unemployed population, and this effect has contributed to rising social tensions in the New Zealander society, among other pressing social issues, such as alcoholism and drug abuse (WILPF).

Experts often identify the lack of quality education as the core catalyst for income inequality, but indigenous peoples also face forms of workplace discrimination that directly contribute to the income inequality gap. In Latin America, indigenous peoples face extreme disadvantages in the labor market, usually as a direct result of the type of low income work that they are given. When faced with two equally qualified candidates, it is not uncommon for an employer to reject the person of indigenous descent. On a larger scale, however, is the issue of economic disintegration. When traditional indigenous economies are dismantled, either through modern forms colonization or the socioeconomic pressures of neighboring societies, ethnic identities and languages are at high levels of risk. In these situations, the traditional economic activities of indigenous peoples are threatened and replaced by modern activities, such as mining and oil drilling. Thus, more and more researchers are seeking ways for indigenous peoples to gain economic success without social and cultural disintegration (KU Scholars).

Source: International Monetary Fund (http://www.imf.org/external/pubs/ft/fandd/2005/12/hall.htm)

CHSMUNC 2017 pg. 10

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

Land Disputes

From as early as the 1500 and 1600s, other societies have sought to colonize native lands, ensuing in violent conflict between clashing parties. Historically, indigenous reservations have been established for native groups, but governments have continued to encroach upon these lands throughout the years.

More recently, indigenous communities have been forced to abandon their homes due to state-mandated developments, such as pipeline construction projects or other exploits of natural resources. As a result, many indigenous lands are now considered biodiversity hotspots, otherwise known as “biologically rich areas around the world that have lost at least 70 percent of their original habitat” (Science Daily). Furthermore, without adequate political representation, indigenous peoples lack effective methods for protecting land claims. In some countries, peaceful efforts of indigenous groups to exercise control over traditional and resources are regarded as “treasonous” or an “act of terrorism” (Amnesty International). These forms of environmental discrimination have pushed a disproportionate population of indigenous peoples out of their homes in the past three decades, driving more and more groups to unwillingly settle in cities.

Cultural Survival

Whether indigenous peoples occupy remote lands or inhabit cities, the common thread of social discrimination and stigmatization often runs in each person’s experiences. As a result, the very identity and existence of entire indigenous groups are threatened. Furthermore, combined with threats of disease, mass genocide, and other forms of violence, hundreds of groups around the world now face extinction. One example of such a tribe is the Akuntsu people of Brazil, where only four individuals remain as the last known survivors of their people (Survival International). Surrounded by hostile ranchers, the Akuntsu are a characteristic example of tribes that have faced a long history of invasion and genocide. Similar to many other groups, they are especially distrustful of outsiders, and their isolation has also rendered them more susceptible to diseases transmitted by foreign visitors. Experts state that it is extremely likely that within the next few decades, the Akuntsu people will be erased from the face of the Earth, along with thousands of years of history, culture, and language. Past UN and International Actions United Nations

In recent years, the rights of indigenous peoples has increasingly gained visibility on a national and global scale. The issue was especially brought to the attention of world leaders after in 1923, Haudenosaunee Chief Deskaheh defended the rights of his people to live under their

CHSMUNC 2017 pg. 11

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

own laws, on their own land, under their own faith. Although the speech failed to inspire any major action at the time, years later when the United Nations was formed, various international actions were taken to ensure that indigenous groups around the world were protected. The two most important actions made to protect and empower indigenous peoples are the United Nations Permanent Forum on Indigenous Issues (UNPFII) and United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP). Other key measures taken by the United Nations include the establishment of the now defunct U.N. Working Group on Indigenous Populations, and its replacement, the Expert Mechanism on the Rights of Indigenous Peoples.

The U.N. Permanent Forum on Indigenous Issues was established in 2000 as an advisory body with a mandate to discuss indigenous issues related to economic and social development, culture, the environment, education, health and human rights (Indigenous Peoples at the UN). The forum was also used as a way to raise awareness for indigenous issues within the UN system. Every year, since its establishment, UNPFII has held discussions focused on specific theme or issue that affects indigenous people. For example, sessions two and three are both dedicated towards protecting indigenous people (Permanent Forum). Tackling the urgent needs of indigenous children and youth was the focal point of second session. One of the first actions of UNPFII was to encourage all UN bodies whose activities have had an impact on indigenous children and youth to report any detailed information on the progress made within the programmes directed at indigenous adolescents. The forum also recommended that the UN systems, UNICEF and WHO in particular, collaborate with governments in consultation with indigenous peoples organization and urge States to create programs of rehabilitation for child trafficking and sexual exploitation of indigenous girls (UNPFII Report on the Second Session). The third session, similar to the second session, focused on protecting indigenous people. The special theme of the third session was indigenous women. A significant action the forum recommended was the organization of a meeting with indigenous women present to bring attention to issues relating to maintaining to the integrity of indigenous women. The UNPFII also encouraged all UN systems to incorporate the special needs and concerns of indigenous women into their programmes and policies. This forum was established to discuss indigenous issues, but as years passed it was also used as a way to bring awareness for indigenous issues within the UN system.

In a landmark decision, the UNDRIP was adopted by the General Assembly in 2007. The declaration establishes a universal framework of minimum standards for the survival, dignity, and rights indigenous peoples around the world. The declaration also tackles both cultural and collective rights (Declaration on the Rights of Indigenous Peoples). The legal framework has shown to shape and influence laws, programmes, and policies throughout countries around the world. In particular, the adoption of the UNDRIP has helped many regional bodies in Africa reach a number of milestones to protect and promote of the rights of indigenous peoples (UNDRIP Impact on Africa: 10 Years on). For example, article ten of the declaration, which states that “indigenous peoples shall not be forcibly removed from their lands or territories,” has helped the Endorois indigenous people keep their ancestral land (UNDRIP).

CHSMUNC 2017 pg. 12

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

Established as a subsidiary body to the Sub-Commission on the Promotion and Protection of Human Rights in 1982, the Working Group on Indigenous Populations provided a platform for indigenous peoples to present their concerns on an international level at the United Nations. As a subsidiary organ, the Working Group is considered to occupy one of the lowest levels of hierarchy among bodies at the U.N. In committee session, indigenous peoples and indigenous organizations deliberate common problems and collaborate to draw up solutions, or recommendations, which must then be presented and approved by the Sub-Commission, the Commission on Human Rights, and the ECOSOC before it can be considered for approval by the General Assembly. Thus, there existed various limitations to the body’s legislative power. As of 2007, the Working Group is discontinued. Shortly after in 2007, it was replaced by the Expert Mechanism on the Rights of Indigenous Peoples, which consists of five independent experts who meet and provide advice on the rights of indigenous peoples to the U.N. Human Rights Council.

Non-governmental Organizations

Non-governmental organizations are nonprofit organizations that are usually funded by donations and run primarily by volunteers either at a local, national, or even international level. The United Nations especially depends on NGOs to maximize their influence in the international community and more effectively reach developing nations (NGO Participation at the United Nations). Outlined below are a few key NGOs that actively work to promote the rights of indigenous peoples and their landmark accomplishments:

❖ The International Work Group for Indigenous Affairs ➢ Advocates for international human rights and has created a program to enhance

the respect for indigenous peoples human rights ➢ Promotes indigenous participation in local, national, and international politics ➢ Works with the Human Rights Fund (a fund established by the IWGIA and five

other organizations) to provide financial support for indigenous peoples who wish to participate in meetings at the U.N.

➢ Publishes various documents and reports that summarize the key concerns of indigenous groups

➢ Supports local projects on a variety of issues, such as indigenous women’s rights, environmental concerns, and rights to land and natural resources

❖ Cultural Survival ➢ Supports grassroots indigenous movements by raising awareness of their work

and putting international pressure on world leaders ➢ Conducts strategic communications and awareness campaigns, including work in

investigative journalism ➢ Promotes indigenous voices through the use of community media (ex. radio) and

trains indigenous peoples in journalism, broadcasting, and other technical skills ➢ Organizes a series of cultural festivals to provide indigenous artists with the

opportunity to sell their work to the U.S. public

CHSMUNC 2017 pg. 13

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

❖ Survival International ➢ .Leads grassroots advocacy campaigns on a number of issues, including:

■ Uncontacted tribes- efforts to protect the lands of those tribes who reject contact with outsiders and face extremely high risks of extinction

■ Stop the Con- a movement that decries the destruction of tribal lands in the name of “conservation”

■ Tribal conservationists- a campaign that pushes for the autonomy of tribes, especially in the independent conservation of their lands

❖ Human Rights Watch ➢ Champions the issue of environmental conservation and climate change,

especially noting its detrimental impact on indigenous peoples ➢ Conducts research on the state of human rights in any given country ➢ Publishes country reports that draw attention to human rights abuses, especially in

relation to indigenous populations ❖ Amnesty International

➢ Spotlights the rights of indigenous peoples as one of its key issues ➢ Advocates for the political participation of indigenous groups, the preservation of

cultural identities, protecting tribes from a life free of discrimination, and the secure access to land and resources

➢ Calls attention to human rights issues through sustained research and investigative journalism in key countries

➢ Lobbies international governments on behalf of indigenous groups ➢ Works with indigenous groups to develop laws that protect indigenous lands and

cultures Bloc Positions North America:

With the landmark international legislation that came with the UNDRIP agreement, four nations originally voted against this agreement. Of these four included both the United States and Canada, two Western nations typically reputed to lean in the progressive direction. Both nations contain substantial indigenous populations, with over 560 Native American tribes recognized in the United States at the federal level alone. Although both nations have since reversed their positions, the UNDRIP is ultimately non-binding, and material numbers of objectors to its provisions continue to consistently cite certain elements of the legislation to potentially pose problems.

Among these objections include an infringement upon national sovereignty and self-determination. Yet others claim the provisions ignore practical realities that introduce complexities into the issue. Canada even went as far as to claim that its constitutional framework could not possibly align with the content of the resolution. In 2007, this disagreement reached a

CHSMUNC 2017 pg. 14

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

tipping point when several nations scathingly criticized Canada and demanded her resignation from the UN Human Rights council. Although ultimately, both nations reversed their original reactionary positions, the issue is complex and the UNDRIP is not enforced in full capacity in either country.

Central and South America:

Central and South America, in particular Latin America, contains significant numbers of indigenous peoples. According to numbers provided by the World Bank, 13% of the continental American population is indigenous, and over 40% of the rural population is indigenous. While continuing development in these nations introduces fundamental conflict between tradition and change, especially among native communities, increased awareness of the indigenous struggle has been rewarding, and governments and NGOs alike have moved to ameliorate many of these people’s issues. The Inter-American Commission and Court of Human Rights has even established hard and fast case law, upon which legal decisions and even prosecutions can be made, in standing with the guidelines established by the UNDRIP. The nations of this bloc nearly universally supported the UNDRIP, and has even crafted domestic policy in its accordance, in stark contrast to the much muddier North American and Oceanic stances on the issue. In particular, Bolivian President Evo Morales has expressed particularly heartfelt approval of the UNDRIP, and strongly condemned the nations who voted against its content.

Africa:

Despite struggling development and instability among the less well-endowed African states, not a single African nation voted against the UNDRIP. Of course, this misleadingly pleasant impression notwithstanding, and lack of understanding and information regarding the issue has plagued the public for decades. At the same time, in the past ten years, leaps and bounds have been made, and most nations in the bloc are at least receptive to improving the structures in place to protect the indigenous populations. The African Commission on Human and Peoples' Rights (ACHPR) has worked extensively for the past several years to try and combat salient issues like land dispossessions, misinformation, legislation holes, and discrimination. Nations in East Africa, such as Kenya, and to a lesser extent, Tanzania, have decent structures in place to maintain a dialogue about the improvement of the indigenous condition. In other parts of Africa, most organizations are weak and small, and in West Africa, discourse of the indigenous is not even present.

While the states themselves stand on the side of UNDRIP, the practicality issues related to aiding the indigenous have been a roadblock in the efforts of African nations. With much improvement in the past ten years, there are still mountains of misinformation to clear, centuries of discrimination to overcome, and stacks of legislation to craft.

Europe:

In a remarkable contrast to her American first-world counterparts, Europe nearly

CHSMUNC 2017 pg. 15

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

unanimously stands in strong support of UNDRIP and its provisions, and promotion of indigenous rights in general. In particular, the European Union has proactively addressed indigenous issues since the 1990s, and just recently, new DCI regulations, including two new programmes entitled “Global public goods and challenges” (GPGC) and “Support for civil society organizations and local authorities,” focuses on mitigating poverty and encourages economic growth; both programmes especially focused on the indigenous peoples and their disadvantages in the discussion of such concepts.

At the same time, despite near unanimous support, the United Kingdom voted against UNDRIP, clearly emphasizing the resolution’s encroachment on self-governance. When the resolution passed, the UK heavily stressed that its provisions were non-binding and she was not subject to them. Although this stance has since been adjusted, the United Kingdom certainly brings a unique viewpoint on the rest of her continent’s perspectives.

Because Europe hardly contains any official large groups of indigenous people—the Saami are the only officially recognized group—the continents’ nations will always suffer from incomplete understanding and knowledge of the full nuances of the issues, due to a lack of fundamental proximity. European nations should consider this fact, particularly when broaching the issues with states who may house substantially larger indigenous populations.

Asia:

The majority of the world’s indigenous peoples live in Asia. Over 2,000 tribes and languages exist on various levels of size and organization. Again, much like most of Europe and South America, while there was not a single vote against the UNDRIP, and on principle, countries are mostly aligned to the provisions of the UN resolution, all indigenous peoples in these areas experience marginalization and exclusion. Despite political support, national laws rarely even introduce the concept of “indigenous peoples,” and negative stigmas continue to hamper social progress. On the other hand, there has been material improvement in the past few years. In 1997, the Philippines Indigenous Peoples Right became the first major piece of legislation that recognizes indigenous peoples and their rights to self-governance.

Of course, things are far from perfect. Land and resource dispossession torments the native communities. Education, health, and income gaps perpetuate a poverty trap, which then perpetuates the negative stigmas as well. Despite numerous reports of rape, murder, and sexual enslavement of young indigenous girls, very few suspects have even been investigated, much less prosecuted.

In positive light, because most Asian nations stand in ideological support of UNDRIP and its principles, delegates should work towards developing a resolution that addresses the practical shortcomings of the UNDRIP and associated domestic legislation. Oceania:

The 14 nations of Oceania likely have the most complex positions in regards to the indigenous peoples. Not only does Oceania accommodate extremely large numbers of

CHSMUNC 2017 pg. 16

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

indigenous Aborigines, Australia and New Zealand were both two of the four nations that voted against the UNDRIP. These key points of information contribute both to the importance and uncertainty of this bloc’s nations’ stances. Australia, in her objection, cited potential for misinterpretation of self-determination, ignorance of contemporary resource realities, concern for intellectual property rights, and potential for abuse. New Zealand claimed the resolution was “fundamentally incompatible with New Zealand’s constitutional and legal arrangements.” By 2010, both nations had more or less reversed their positions, partially due to political backlash from significant indigenous groups within their borders. The issue remains unclear and complex in these two major oceanic countries.

Among the smaller Polynesian, Micronesian, and Melanesian communities, the situation is even less clear. These small islands have extremely low populations due to their size, but many contain extremely large numbers of indigenous peoples by proportion. At the time of voting for the passing of UNDRIP, all ten UN member states among these islands were absent. There is uncertainty as to the position this act was intended to convey, or whether it even was a deliberate collective move. It has been suggested that this act indicates that these nations believe their existing constitutions already adequately serve their indigenous peoples, but proliferating land dispossession and mining exploitation, particularly in islands like Papau New Guinea and Vanuatu contradict this stance.

Whatever the case, delegates of these nations should take special care to actively research the nuances of their particular country, and provide the committee with a refined perspective on their mother countries’ positions. Questions a Resolution Should Consider:

1. Should the United Nations adopt a universal definition of “indigenous”? If so, what characteristics should this definition hold?

2. How can member states increase awareness of indigenous human rights abuses and promote indigenous rights on a national and international level?

3. Where will international organizations be able to obtain funding and other material resources for any potential initiatives?

4. In what ways will resolutions be most efficiently implemented at the regional, national, and international levels?

5. How can world leaders amplify the concerns of indigenous peoples and give them a representative voice in decision-making bodies?

6. What are ways in which national governments and indigenous communities can collaborate in a mutually beneficial and productive manner?

7. How can developed countries aid the developing world in indigenous human rights efforts (especially those countries with large indigenous populations)?

8. How can national governments most effectively remain culturally sensitive to the needs

CHSMUNC 2017 pg. 17

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

of indigenous peoples while providing adequate aid? 9. What are possible efforts that the private sector should be encouraged to partake in in

order to further economic growth and alleviate poverty? 10. In what ways do social factors, such as the gender gap, impact indigenous issues, and

how can cultural stigmas surrounding gender be combatted for positive development? 11. How can national governments develop solutions that are not only effective, but also

culturally sensitive and do not effect a sense of “mandatory progress”? Conclusion

Today, the issue of indigenous rights remains as relevant as ever. With increasingly rapid industrialization efforts and technological developments, the world is at a turning point; if nation states continue to neglect the centuries-old traditions of indigenous groups, languages, customs, and traditions may become extinct within the next decade. Disenfranchised by communities worldwide for years past, indigenous peoples stand in front of the United Nations with their pleas. Furthermore, there still remain hundreds of communities who reject foreign intervention but face extreme risks to their health and survival. Once more, the Social, Cultural, and Humanitarian Committee must come together and set aside national differences to unite in a common cause for human rights and justice. Suggested Resources

1. United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf

2. Know Your Rights: UNDRIP for Indigenous Adolescents http://files.unicef.org/policyanalysis/rights/files/HRBAP_UN_Rights_Indig_Peoples.pdf

3. United Nations Human Rights http://www.ohchr.org/EN/Issues/IPeoples/Pages/Declaration.aspx

4. Indigenous Peoples at the UN https://www.un.org/development/desa/indigenouspeoples/about-us.html

5. State of the World’s Indigenous Peoples http://www.un.org/esa/socdev/unpfii/documents/SOWIP/en/SOWIP_web.pdf

6. University of Minnesota Study Guide on the Rights of Indigenous Peoples http://hrlibrary.umn.edu/edumat/studyguides/indigenous.html

References The UN General Assembly’s Third Committee - social, humanitarian, and cultural issues

CHSMUNC 2017 pg. 18

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

http://www.un.org/en/development/desa/news/ecosoc/un-ga-third-committee.html Social, Humanitarian, and Cultural http://www.un.org/en/ga/third/ Charter of the United Nations http://www.un.org/en/charter-united-nations/ History of UNHCR http://www.unhcr.org/en-us/history-of-unhcr.html Indian Country Today https://indiancountrymedianetwork.com/travel/destinations/top-5-cities-in-the-world-with-the-most-indigenous-people/ International Work Group for Indigenous Affairs http://www.iwgia.org/human-rights/international-human-rights-instruments/undeclaration-on-the-rights-of-indigenous-peoples Georgetown Political Database of the Americas http://pdba.georgetown.edu/IndigenousPeoples/introduction.html Culture of Indigenous Peoples https://www.un.org/development/desa/indigenouspeoples/mandated-areas1/culture.html Cultural Survival.org https://www.culturalsurvival.org/issues Amnesty International https://www.amnesty.org/en/what-we-do/indigenous-peoples/ Science Daily: Biodiversity Hotspots https://www.sciencedaily.com/terms/biodiversity_hotspot.htm UN World Conference Against Racism http://www.un.org/WCAR/e-kit/indigenous.htm Indigenous Peoples and Education http://www.iwgia.org/culture-and-identity/indigenous-peoples-and-education

CHSMUNC 2017 pg. 19

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

OHCHR: Quality Education for Indigenous Peoples http://www.ohchr.org/EN/NewsEvents/Pages/QualityEducationForIndigenousPeoples.aspx World Economic Forum https://www.weforum.org/agenda/2016/08/indigenous-people-have-a-right-to-quality-education-but-so-far-we-ve-failed-them/ UN Chronicle https://unchronicle.un.org/article/discrimination-against-indigenous-peoples-latin-american-context Indigenous Peoples at the UN https://www.un.org/development/desa/indigenouspeoples/about-us.html Declaration on the Rights of Indigenous Peoples http://www.ohchr.org/EN/Issues/IPeoples/Pages/Declaration.aspx U.N. Division for Social Policy and Development https://www.un.org/development/desa/indigenouspeoples/unpfii-sessions-2.html World Bank http://siteresources.worldbank.org/EXTINDPEOPLE/Resources/407801-1271860301656/Chapter_9_Conclusion.pdf WILPF http://wilpf.org/racial-discrimination-in-new-zealand-maori-at-the-heart-of-the-debate/ NIH https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1125408/ WHO http://www.who.int/mediacentre/factsheets/fs326/en/ KU Scholars https://kuscholarworks.ku.edu/bitstream/handle/1808/5795/ins.v04.n1.47-62.pdf;sequence=1 U.N. Inter-Agency Support Group on Indigenous Issues http://www.un.org/en/ga/president/68/pdf/wcip/IASG%20Thematic%20Paper%20-%20Health%20-%20rev1.pdf

CHSMUNC 2017 pg. 20

Saturday 11 November 2017

Centennial High School Model United Nations Conference – SOCHUM

United Nations Permanent Forum On Indigenous Issues Report on the Second Session http://www.un.org/esa/socdev/unpfii/documents/e200343_en.pdf Permanent Forum https://www.un.org/development/desa/indigenouspeoples/unpfii-sessions-2.html UNDRIP http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf UNDRIP Impact on Africa: 10 Years on http://www.gitpa.org/web/UNDRIP%20IMPACT%20ON%20AFRICA%20pdf%20.pdf NGO Participation at the United Nations http://csonet.org/content/documents/BarriersSolutions.pdf International Human Rights Advocacy http://www.iwgia.org/iwgia/what-we-do/international-human-rights-advocacy-

CHSMUNC 2017 pg. 21