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 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.

Although research has been conducted on individual social and psychological factors on suicide rates, there has yet to be any exploration into the role of civil society participation. This article investigates whether civil society participation influences suicide rates cross-nationally. The study hypothesizes that both political and non-political participation can reduce suicide rates by providing social and psychological benefits. Using data from 2000 to 2019 across 156 countries, as well as controlling standard variables and endogeneity, they find that both political and non-political civil society participation have a negative and statistically significant effect on suicide rates. The conclusion is that engagement in civil society, whether political or non-political, may help lower suicide rates nationally.

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.