This booklet, which was produced as a follow-up to the Fifth International Conference on Adult Education, examines cultural citizenship in the 21st century: adult learning, and indigenous peoples. The booklet begins with an introduction and overview of the current situation of indigenous peoples throughout the world, including recent changes in thinking with regard to indigenous peoples. Three approaches to human rights for indigenous peoples are considered: the concept of universal human rights; the system of protection of minorities within existing states; and peoples' rights to self-determination. The following four pillars of learning with regard to indigenous peoples are explored: (1) learning to be (the right to self-identification and self-definition); (2) learning to know (the right to self-knowledge); (3) learning to do (the right to self-development); and (4) learning to live together (the right to self-determination). The six recommendations for follow-up that conclude the booklet include calls for the following: (1) making basic educational competencies in indigenous languages and in the national and global languages of communication a fundamental entitlement; (2) including bilingual intercultural education in national adult learning systems; (3) having indigenous peoples participate in the design of adult learning opportunities and materials; and (4) addressing indigenous peoples' cultural heritage and histories in curricula. (MN)