In this paper, the author examines the effects of recent pension policies in Indonesia and Ghana on the practice of matri- or patrilocality. She also explores the relationships between these policies, marital residence, education, and elderly support. Her findings show that both matri/patrilocality and the investment parents make in their children have declined since the implementation of the pension plans.

In this paper, the author examines the effects of recent pension policies in Indonesia and Ghana on the practice of matri- or patrilocality. She also explores the relationships between these policies, marital residence, education, and elderly support. Her findings show that both matri/patrilocality and the investment parents make in their children have declined since the implementation of the pension plans.

In this paper, the author examines the effects of recent pension policies in Indonesia and Ghana on the practice of matri- or patrilocality. She also explores the relationships between these policies, marital residence, education, and elderly support. Her findings show that both matri/patrilocality and the investment parents make in their children have declined since the implementation of the pension plans.

In this paper, the author examines the effects of recent pension policies in Indonesia and Ghana on the practice of matri- or patrilocality. She also explores the relationships between these policies, marital residence, education, and elderly support. Her findings show that both matri/patrilocality and the investment parents make in their children have declined since the implementation of the pension plans.

In this paper, the author examines the effects of recent pension policies in Indonesia and Ghana on the practice of matri- or patrilocality. She also explores the relationships between these policies, marital residence, education, and elderly support. Her findings show that both matri/patrilocality and the investment parents make in their children have declined since the implementation of the pension plans.

This study uses targeted literature surveys to explore why hunter-gatherer children in the Global South have much lower participation in formal schooling compared to other marginalized groups. Reviewing through various literatures, the article hypothesizes that cultural values of autonomy, combined with economic, infrastructural, and social barriers, conflict with the hierarchical structure of the formal education systems. Their review finds that while schools threaten the transmission of traditional knowledge and languages, communities also see them as potential sources of empowerment. The article concluded by emphasizing that hunter-gatherer groups themselves should determine the role and value of schooling for their children. No formal hypothesis tests were made.

This study uses targeted literature surveys to explore why hunter-gatherer children in the Global South have much lower participation in formal schooling compared to other marginalized groups. Reviewing through various literatures, the article hypothesizes that cultural values of autonomy, combined with economic, infrastructural, and social barriers, conflict with the hierarchical structure of the formal education systems. Their review finds that while schools threaten the transmission of traditional knowledge and languages, communities also see them as potential sources of empowerment. The article concluded by emphasizing that hunter-gatherer groups themselves should determine the role and value of schooling for their children. No formal hypothesis tests were made.

This study uses targeted literature surveys to explore why hunter-gatherer children in the Global South have much lower participation in formal schooling compared to other marginalized groups. Reviewing through various literatures, the article hypothesizes that cultural values of autonomy, combined with economic, infrastructural, and social barriers, conflict with the hierarchical structure of the formal education systems. Their review finds that while schools threaten the transmission of traditional knowledge and languages, communities also see them as potential sources of empowerment. The article concluded by emphasizing that hunter-gatherer groups themselves should determine the role and value of schooling for their children. No formal hypothesis tests were made.

This study uses targeted literature surveys to explore why hunter-gatherer children in the Global South have much lower participation in formal schooling compared to other marginalized groups. Reviewing through various literatures, the article hypothesizes that cultural values of autonomy, combined with economic, infrastructural, and social barriers, conflict with the hierarchical structure of the formal education systems. Their review finds that while schools threaten the transmission of traditional knowledge and languages, communities also see them as potential sources of empowerment. The article concluded by emphasizing that hunter-gatherer groups themselves should determine the role and value of schooling for their children. No formal hypothesis tests were made.

This study examines relationships among the instruction of children, household type and size, and political integration. Particular attention is paid to type of instruction--whether the instructor is kin or non-kin, and whether the instruction requires a change in the child's residence. Different types of instruction are theorized to solve problems for children in different household types (e.g. children in mother-child households experience gender identity conflict, and so leave their houses for instruction from non-kin). The causality between instruction and societal complexity is also discussed.