ABSTRACT
Especially for minoritized people, their languages, traditional beliefs, or indigenous customs are a significant part of their identity, feelings of confidence, and security, although these have seldom been taught in formal schools. This means that the people from a non-dominant culture have no choice but to hand their culture down to younger generations in a way other than formal education. People who seek to sustain their culture have organized their own educational programs, such as courses on heritage languages and groups for traditional arts and sports, and they have opened local museums. In this chapter, the role of non-formal education in a local community and its relationship to the globalization of education are examined. Examples of enthusiasm and ingenuity with regard to cultural transmission are raised by outlining a number of these efforts and exploring the social and political backdrop to these.
