51,639 research outputs found

    The use of indigenous knowledge in development: problems and challenges

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    The use of indigenous knowledge has been seen by many as an alternative way of promoting development in poor rural communities in many parts of the world. By reviewing much of the recent work on indigenous knowledge, the paper suggests that a number of problems and tensions has resulted in indigenous knowledge not being as useful as hoped for or supposed. These include problems emanating from a focus on the (arte)factual; binary tensions between western science and indigenous knowledge systems; the problem of differentiation and power relations; the romanticization of indigenous knowledge; and the all too frequent decontextualization of indigenous knowledge

    Saminist's Indigenous Knowledge in Water Conservation in North Karts Kendeng Sukolilo

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    Saminist is indigenous peoples and a local communities at North karts Kendeng. Saminist expected that North Karts Kendeng maintained and conserved continuity to be able to contribute to the life around this region especially abundant water. Water is one of the main needs of living beings on Earth, besides that water is a primary requirement of farmers in farming communities. Saminist as traditional community who only permitted to be farmers still practice the environmental wisdom from their heritage which aims to preserve the natural environment so that they could alive depend on nature around, especially Saminist just sack their business of farming crops that are not market oriented as much farming is done farmers in general. They tried to maintain a relationship of harmony between communities around the North Karts Kendeng to conserve North Karts Kendeng region from mining destruction, the negative impacts from mining in this region was disappears of water and others impacts such as natural disaster, flood, rough, and danger of tornado. North Karts Kendeng Sukolilo have 79 springs and 24 caves spread across 3 sub-district namely Sukolilo, Kayen and Tambakromo. Abundant natural resources certainly is a gift that needs to be maintained and conserved. To maintain and conserve this region with planting the three, not mining the rocks, maintain local wisdom, and refusal cement industry in North Karts Kendeng Sukolilo

    Indigenous Knowledge Systems and Cross-Cultural Research

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    The initiatives outlined in this article are intended to advance our understanding of cultural processes as they occur in diverse community contexts, as well as contribute to the further conceptualization, critique and development of indigenous knowledge systems in their own right, drawing on the experiences of indigenous peoples from around the world. The organizations and personnel associated with this article have played a lead role in developing the emerging theoretical and evidentiary underpinnings on which the associated research is based. The expansion of the knowledge base associated with the interaction between western science and indigenous knowledge systems will contribute to an emerging body of scholarly work regarding the critical role that local observations and indigenous knowledge can play in deepening our understanding of human and ecological processes, particularly in reference to the experiences of indigenous peoples

    Critical Analysis of Problems Encountered in Incorporating Indigenous Knowledge in Science Teaching by Primary School Teachers in Zimbabwe

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    In Zimbabwe the need to incorporate indigenous knowledge in science education to reflect local cultural settings cannot be overemphasized. Current policies on science are situated in Western cultural definitions, thus marginalizing indigenous knowledge, which is misconceived as irrational and illogical. This study used qualitative research methods. Ten teachers were purposively selected and interviewed to gain their insights into problems faced in incorporating indigenous knowledge into science teaching. The study found that the problems were attitudinal, institutional, and systemic. Teachers were found to be conservative “gatekeepers” who exhibited negative attitudes toward indigenous science and supported maintaining the teaching of Western science. The study suggests reforming and transforming science curriculum, policymaking, and teacher education to promote cross-cultural science in Zimbabwean primary schools

    Legitimizing Indigenous Knowledge in Zimbabwe: A Theoretical Analysis of Postcolonial School Knowledge and Its Colonial Legacy

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    This article is a theoretical discussion on the social construction of knowledge in colonial and postcolonial Zimbabwe. It examines effects of hegemonic knowledge constructions and how they may be delegitimated through incorporating indigenous knowledge in postcolonial school curricular. The article questions the importance attached to Eurocentric school knowledge and the devaluation of indigenous knowledge in postcolonial states. It further argues that indigenous knowledge as informal knowledge plays a major role in society and should be formalized in educational institutions to constitute a transformative and inclusive educational system. The article proposes hybridization of knowledge to give voice to the formerly marginalized in school curricular in Zimbabwe. It also proposes that knowledge as a historical, cultural, social, spiritual and ideological creation should be a product of collaborated efforts from all possible stakeholders to foster social development and self-confidence in individuals

    Design for the contact zone. Knowledge management software and the structures of indigenous knowledges

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    This article examines the design of digital indigenous knowledge archives. In a discussion of the distinction between indigenous knowledge and western science, a decentred perspective is developed, in which the relationship between different local knowledges is explored. The particular characteristics of indigenous knowledges raise questions about if and how these knowledges can be managed. The role of technology in managing indigenous knowledges is explored with examples from fieldwork in India and Kenya and from web-based databases and digital archives. The concept of contact zone is introduced to explore the space in which different knowledges meet and are performed, such as indigenous knowledge and the technoscientific knowledge of the database. Design for the contact zone, this article proposes, is an intra-active and adaptive process for in creating databases that are meaningful for indigenous knowers. The meta-design approach is introduced as a methodology, which may provide indigenous knowers tools for self-representation and self-organisation through design

    Indigenous Knowledge Production

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    Despite many scholars noting the interdisciplinary approach of Aboriginal knowledge production as a methodology within a broad range of subjects – including quantum mathematics, biodiversity, sociology and the humanities - the academic study of Indigenous knowledge and people is struggling to become interdisciplinary in its approach and move beyond its current label of ‘Indigenous Studies’. Indigenous Knowledge Production specifically demonstrates the use of autobiographical ethnicity as a methodological approach, where the writer draws on lived experience and ethnic background towards creative and academic writing. Indeed, in this insightful volume, Marcus Woolombi Waters investigates the historical connection and continuity that have led to the present state of hostility witnessed in race relations around the world; seeking to further one’s understanding of the motives and methods that have led to a rise in white supremacy associated with ultra-conservatism. Above all, Indigenous Knowledge Production aims to deconstruct the cultural lens applied within the West which denies the true reflection of Aboriginal and Black consciousness, and leads to the open hostility witnessed across the world. This monograph will appeal to undergraduate and postgraduate students, as well as postdoctoral researchers, interested in fields such as Sociology of Knowledge, Anthropology, Cultural Studies, Ethnography and Methodology

    Botanical Knowledge and its Differentiation by Age, Gender and Ethnicity in Southwestern Niger

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    Indigenous knowledge is unevenly distributed. Individual knowledge level may be affected by many factors such as gender, age, ethnicity, profession, religious and cultural beliefs, abundance and usefulness of the species. This study documents indigenous knowledge of herbaceous and woody plant species of farmers and herders in southwestern Niger. Specifically, we examine the effects of age, gender, and ethnicity on knowledge of local vegetation. Results from the study showed that on average a higher proportion of woody species was identified by the respondents compared to herbaceous species. Both gender and ethnicity had a significant effect on the identification of herbaceous species but no effect on identification of woody species. Respondents in lower age group (10 to 30 years) identified lower number of species compared to other age classes. There seems to be a curvilinear relationship between age of respondents and number of plant species identified. Results from this study reaffirm the uneven distribution of indigenous knowledge within a given area due to social factors. The main challenge is how to incorporate these social differences in knowledge of native plant species into sustainable management and conservation of community natural resources
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