Academic literature on the topic 'Expanding knowledge in Indigenous studies'
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Journal articles on the topic "Expanding knowledge in Indigenous studies"
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Weatherdon, Meaghan S. "Religion, Animals, and Indigenous Traditions." Religions 13, no. 7 (July 15, 2022): 654. http://dx.doi.org/10.3390/rel13070654.
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This article examines how the field of Indigenous studies can contribute to expanding the way religious studies scholars think through the question of the animal. It suggests that Indigenous intellectual traditions, which often position animals as persons, relatives, knowledge holders, and treaty makers, prompt further reflection on the fundamental questions of what it means to be a human animal and member of a pluralistic cosmology of beings. The article considers how Indigenous activists and scholars are actively re-centering animals in their decolonial pursuits and asks how a re-centering of animals might also contribute to decolonizing the study of religion.
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Ali, Nosheen, Binish Samnani, Abdul Wali Khan, Najmi Khatoon, Barkat Ali, Sadia Asfundyar, Muhammad Aslam, and Sumaira Amirali. "Decolonizing nature/knowledge: indigenous environmental thought and feminist praxis." Scholarship of Teaching and Learning in the South 3, no. 1 (April 29, 2019): 77. http://dx.doi.org/10.36615/sotls.v3i1.80.
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This faculty-student collaborative article is a result of a graduate seminar on ‘Environmental Education’ taught at the Aga Khan University’s Institute for Educational Development in Karachi, and it illuminates new perspectives and pedagogies of nature from the global South, specifically South Asia. Drawing inspiration from feminist and indigenous thought, the narratives of ecology shared here center the place of emotions, experience, memory and spiritual intimacy, offering one means of decolonizing environmental studies and expanding our understanding of ‘environmental consciousness’. These narratives defy ontologies of nature-human separation, capturing not just the co-existence of animals, spirits and humans but their co-constitution. Such indigenous ecologies of knowledge and wisdom, we argue, offer a timely corrective to fragmented and exploitative constructions of the natural environment as mere resource, pleasure, or commodity, while providing a profound, alternative basis for a richly layered, spirited, environmental education.
How to cite this article:
ALI, Nosheen; SAMNANI, Binish; WALI KHAN, Abdul; KHATOON, Najmi; ALI, Barkat; ASFUNDYAR, Sadia; ASLAM, Muhammad; AMIRALI, Sumaira. Decolonizing nature/knowledge: indigenous environmental thought and feminist praxis. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 77-91, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=80&path%5B%5D=36
This work is licensed under the Creative Commons Attribution 4.0 International License.
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Singh Rathore, Vikramaditya, Jahnavi Kantamneni, Ajinkya Jamadar, Subham Anupam, and Devanshi Kachchap. "Manifestations of traditional knowledge in water systems: The cases of the Kuchaman Fort and Rathi Haveli, Rajasthan." Journal of Traditional Building, Architecture and Urbanism, no. 1 (November 20, 2020): 421–33. http://dx.doi.org/10.51303/jtbau.vi1.368.
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Water scarcity in the arid region of Rajasthan incentivized a sophisticated indigenous knowledge of water systems. This traditional knowledge, which was rooted in this geographical context, supported the prosperity of this region for centuries. The systemic degradation of this knowledge has increased the demand for external resources, leading to a constant need for expanding infrastructure. It is therefore time to look back to this traditional wisdom in search of sustainable alternatives. This study focuses on traditional water conservation systems in the purview of the spatial planning and the architectural elements in the Fort and the Rathi Haveli of Kuchaman, Rajasthan. These two traditional complexes have been studied for the interest and similarities found in the way they manage their water resources. This study highlights the timeless simplicity of the identified indigenous strategies and envisions possible manifestations of this knowledge for contemporary practice.
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Jean-Pierre, Johanne, Sandrina De Finney, and Natasha Blanchet-Cohen. "INTRODUCTION TO SPECIAL ISSUE." International Journal of Child, Youth and Family Studies 11, no. 3 (July 8, 2020): 1–11. http://dx.doi.org/10.18357/ijcyfs113202019695.
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This special issue aims to explore Canadian pedagogical and curricular practices in child and youth care and youth work preservice education with an emphasis on empirical and applied studies that centre students’ perspectives of learning. The issue includes a theoretical reflection and empirical studies with students, educators, and practitioners from a range of postsecondary programs in Quebec, Ontario, Alberta, and British Columbia. The empirical articles use various methodologies to explore pedagogical and curricular approaches, including Indigenous land- and water-based pedagogies, ethical settler frontline and teaching practices, the pedagogy of the lightning talk, novel-based pedagogy, situated learning, suicide prevention education, and simulation-based teaching. These advance our understanding of accountability and commitment to Indigenous, decolonial, critical, experiential, and participatory praxis in child and youth care postsecondary education. In expanding the state of knowledge about teaching and learning in child and youth care, we also aspire to validate interdisciplinary ways of learning and knowing, and to spark interest in future research that recognizes the need for education to be ethical, critically engaged, creatively experiential, and deeply culturally and environmentally relevant.
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Lee, Derek. "Postquantum: A Tale for the Time Being, Atomik Aztex, and Hacking Modern Space-Time." MELUS 45, no. 1 (December 18, 2019): 1–26. http://dx.doi.org/10.1093/melus/mlz057.
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Abstract This study identifies the postquantum novel as an emerging subgenre of speculative ethnic fiction that challenges the prevailing logic of Western space-time in contemporary literature. In contrast with archetypal twentieth-century literary modes such as modernism, postmodernism, and science fiction, postquantum fiction strays from classical and quantum mechanics—and Western science more broadly—as default knowledge systems and instead turns to premodern, indigenous, and non-Western epistemes as equally valid intellectual frameworks for representing reality. Drawing from philosophy of science and postcolonial theory, this study reads Zen Buddhism in Ruth Ozeki’s A Tale for the Time Being (2013) and the Meso-American calendrical sciences in Sesshu Foster’s Atomik Aztex (2005) as alternative logics of space-time and argues that the postquantum novel destabilizes many of the physicalist assumptions undergirding temporality and spatiality in twenty-first-century narrative. Postquantum fiction thus constitutes an original form of epistemological critique that decolonizes Western scientific hegemony in literature via ethnoscientific theory and praxis while also expanding the social justice concerns of ethnofuturism to include traditional and marginalized knowledge.
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Kirova, Anna, Christine Massing, Larry Prochner, and Ailie Cleghorn. "Shaping the “Habits of mind” of diverse learners in early childhood teacher education programs through powerpoint: An illustrative case." Journal of Pedagogy 7, no. 1 (June 1, 2016): 59–78. http://dx.doi.org/10.1515/jped-2016-0004.
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Abstract This study examines the use of PowerPoint as a teaching tool in a workplace- embedded program aimed at bridging immigrant/refugee early childhood educators into post-secondary studies, and how, in the process, it shapes students’ “habits of mind” (Turkle, 2004). The premise of the study is that it is not only the bodies of knowledge shaping teacher education programs which must be interrogated, but also the ways in which instructors and programs choose to represent and impart these understandings to students. The use of PowerPoint to advance an authoritative western, linear, rule-governed form of logic is analyzed based on McLuhan and McLuhan’s (1988) and Adams’ (2006) tetrads. The findings demonstrate that Power- Point enhances western authoritative ways of being through its modes of communication and representation, means of organizing information, forms of representing content and pedagogical approaches, thus obsolescing or displacing immigrant/refugee students’ own indigenous ways of knowing. Since learning always involves the development, integration, and reorganization of tools, and the medium is an extension of the self (McLuhan, 2003), the students should have multimodal opportunities to engage with and represent knowledge. When such opportunities are not provided, the life experiences and cultural knowledges of immigrant/refugee students are silenced. Expanding communicative and representative forms in early childhood teacher education programs is necessary to promote a more inclusive environment.
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Korusenko, M. A., and Yu V. Gerasimov. "Burial Ground of Mogilno-Starozhilskoe V in the Omsk Irtysh Region as a Source on Ethnic and Cultural History of the Region." Problems of Archaeology, Ethnography, Anthropology of Siberia and Neighboring Territories 27 (2021): 481–87. http://dx.doi.org/10.17746/2658-6193.2021.27.0481-0487.
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This article presents the results of research at the burial ground near the village of Mogilno-Starozhilskoe in Bolsherechensky District of Omsk Region. Five mounds have been studied. Four mounds contained burials according to inhumation rite, and fifth mound was a ritual complex which the authors connected with funeral traditions of the population which created the site. The article describes the complexes and collections, as well as elements of the funeral rites. Four adult and one child burial have been studied. The deceased were buried in subrectangular pits in extended position on their backs with heads directed to the southwest. In one case, a structure above the grave - a logwork of five layers in the form of truncated pyramid - has been discovered. The accompanying inventory included elements of horse harness, knife, beads, plaques, and fragment of a round mirror made of white bronze. Several objects with traces of ritual (?) feasts, large vessel containing food remains, and the buried severed head and neck of a dog, which the authors interpret as signs of animal sacrifice, have been discovered under the mound of large ritual complex. All adult burials had been destroyed, most likely for ritual purposes. The analysis of the collection and elements of the funeral rite made it possible to date this site to the 14th-15th centuries and connect it with the nomadic Turkic-speaking population of the Irtysh forest steppe, closely related to the Turks of the Baraba forest steppe. The Mogilno-Starozhilskoe V burial ground represents a rich source of information for studying sophisticated ethnic and cultural processes in the forest steppe in the Late Middle Ages. The research data will be used for further study of ethnographic archaeological complexes expanding our knowledge of ethnic history and culture of the indigenous population which lived in Western Siberia.
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Busey, Christopher L., Álvaro J. Corral, and Erika L. Davis. "“All Enemies, Foreign and Domestic”: The Presence of Anti-Latinx Political Rhetoric and Latinxs as Third World Threats in Secondary U.S. Citizenship Curriculum." Teachers College Record: The Voice of Scholarship in Education 123, no. 2 (February 2021): 1–40. http://dx.doi.org/10.1177/016146812112300204.
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Background/Context Anti-Latinx political discourses have long positioned Latin America and, by extension, U.S. Latinxs as economic, sociocultural, and political threats to the general welfare of the United States. In formal school curricula, this threat narrative has become one of the many political curricular discourses for codifying citizenship as White, and noncitizens as Other (read Black, Indigenous, Latinx, Asian American). Purpose/Objective/Research Question/Focus of Study The purpose of this study was to illustrate how collapsible Latin American tropes and current anti-Latinx sentiments are reproduced in social studies curricula across the United States. Drawing from and expanding upon Leo Chavez's notion of the Latinx Threat Narrative as a framework, we analyzed secondary social studies curricular standards across all 50 states and the District of Columbia to determine how anti-Latinx and anti-Latin American political rhetoric is reified in U.S. civic and citizenship-based curriculum. The following research question guided our study: In what ways do secondary U.S. civic and citizenship education curricular standards situate Latinxs and Latin America within the Latinx Threat Narrative and current anti-Latinx political sentiment? Research Design To carry out our study, we conducted a critical content analysis of secondary social studies curricular standards with a particular focus on U.S. history, civics, and economics content standards and benchmarks across all 50 states and the District of Columbia. Situating our theoretical framework as an analytic tool, we systematically extracted and analyzed all standards with explicit or implicit references to Latinxs and Latin Americans. Findings/Results Findings indicate that Latin America and, by extension, Latinxs are regularly situated as social and political dangers to the overall welfare of the United States, suggesting the presence of what we refer to as the Latinx Third World Threat Narrative. We argue that this hemispheric homogenization of Latinx peoples in curricular standards flattens important historical and cultural distinctions, thereby facilitating exchange of anti-Latinx stereotypes present in contemporary political rhetoric. We also show how U.S. Latinx civic agency is encoded as an illicit, corrupt, and destabilizing force. Conclusions/Recommendations In light of our findings, we suggest that educators pay specific attention to the political amalgamation of Latinx subjectivities. Additionally, policy advocates and educators must move beyond understanding curricular representation as just an impediment to students’ heritage knowledge and begin to understand state-backed curricular standards as part of a larger political apparatus.
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Weisgerber, Horst, and Yifan Han. "Diversity and breeding potential of poplar species in China." Forestry Chronicle 77, no. 2 (April 1, 2001): 227–37. http://dx.doi.org/10.5558/tfc77227-2.
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The genus Populus is composed of many species with an impressive variety of growth characteristics. Nevertheless, this abundant natural offering has been only partially utilized to date with the objective of promoting poplar breeding and cultivation. Following an old tradition, more or less inflexible production systems are mainly keyed to a few high-yielding P. x euramericana and P. x interamericana clones in most countries. Consequently, considerable economic failures have to be accepted repeatedly as a result of serious calamities.China ranks among the countries characterized by an exceptionally multifarious indigenous flora. Based on ample genetic variation, poplar species were able to settle in divergent habitats and to conserve the ability to survive and reproduce over long periods owing to adaptation processes. The diversity is concentrated, above all, in the subtropical mountain regions of southwest China. Comprehensive studies of the genus populus in the southern and eastern mountain chains of the Qinghai-Tibet Plateau turned out to be particularly impressive; 3 sections, 17 species and 15 varieties have been recorded and taxonomically classified there. They grow at altitudes between 1500 m and 4300 m above sea level. Many of these poplar sources are notable for their remarkable site adaptation even in harsh conditions and also for their fast and vigorous growth.Species expected to be suitable for international breeding and cultivation objectives in the near future are presented in a general way. The necessarily subjective selection is based on the state of available knowledge mainly about site requirements, environmental importance, growth characteristics, regeneration ability, silvicultural behaviour, yield estimation and wood utilization. In particular, the following species are characterized in the paper in an abridged fashion: P. cathayana, P. davidiana, P. euthratica, P. simonii, P. szechuanica, P. ussuriensis and P. yunnanensis.The potential of poplars in China is considered to be instrumental in expanding and stimulating poplar breeding activities worldwide. Measures to be specified in the paper are considered important and could be implemented on the basis of a close and confident co-operation with Chinese colleagues and institutes relevant to the subject and under the umbrella of the International Poplar Commission. Key words: poplar, tradition, calamities, China, genetic variation, promising species, characteristics, breeding priorities
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Wambebe, Charles O. "Expanding Global Therapeutic Arsenal through African Indigenous Medical Knowledge." Proceedings for Annual Meeting of The Japanese Pharmacological Society WCP2018 (2018): PO4–8–36. http://dx.doi.org/10.1254/jpssuppl.wcp2018.0_po4-8-36.
Full textDissertations / Theses on the topic "Expanding knowledge in Indigenous studies"
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Griffin, Rory D. "Indigenous knowledge for sustainable development : case studies of three indigenous tribes of Wisconsin /." Link to full text, 2009. http://epapers.uwsp.edu/thesis/2009/Griffin.pdf.
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Thesis (M.S.)--University of Wisconsin--Stevens Point, 2009.Submitted in partial fulfillment of the requirements of the degree Master of Science in Natural Resource Management, College of Natural Resources. Includes bibliographical references (leaves 167-176).
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Mukwambo, Muzwangowenyu. "Exploring and expanding situated cognition in teaching science concepts: the nexus of indigenous knowledge and Western modern science." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/8382.
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Certain teaching and learning strategies are appropriate in the context of exposing learners to modern science in situated cognition (SC) - the theory that posits that knowing is inseparable from doing - during, for example, visits to industrial operations. The distance and cost of travel, however, excludes most rural teachers and their learners from such SC exposure to Science and technology in industrial settings. To fill this gap between knowledge and practice in the curriculum experience for rural schools, this research investigated the extent to which a SC approach could be used in relation to indigenous knowledge practices (IKP) that have relevance to science teaching for rural science teachers. The study was conducted in three schools in the Zambezi Region of Namibia whereby six science teachers participated in the study. Also, to generate data from the community, the study included Indigenous community members as participants. Only three selected members from the community participated as representatives of the whole community. Essentially, the study explored and expanded possibilities for rural school teachers to use IKP as sites of SC in relation to concepts of pressure in particular and other science concepts. The research thus studied teaching practices as activity systems related to concepts in the school curriculum and the activity system of Indigenous community members. The patterns, regularities and irregularities provided the framing which was used to view SC through the lens of IKP. This framing of SC within the school curriculum was explored using cultural historical activity theory (CHAT) and Engestrom’s expansive learning cycle (ELC). The study was organized into two phases; exploration and the expansive phase. In the exploration phase, interviews, community analysis, document analysis, brainstorming, reflections and audiovisual evidence were used to generate data. The expansive stage used brainstorming, reflections, and interviews, an experimental test, audio-visual evidence, and interviews. Inductive and abductive modes of inference were used to come up with explanations of the research questions. Explanations proceeded using the frameworks of socio-cultural theory and social realism. Some findings from the data generated from the exploration phase revealed that science teachers in the schools studied do not always engage in a SC approach on account of a lack of Western modern science (WMS) resources and factors related to economic marginalization of the learners. Data generated in the same phase revealed that science teachers can engage the SC approach through embracing indigenous knowledge practices (IKP) reflecting Science whereby they can apprentice learners. Some of the other findings from the expansive learning phase show that science teachers in under-resourced schools can engage the SC approach if IK practices are used as mediational tools which can be used as models, icons/symbols, vocabulary, patterns, case studies and practical activities anchored in IKP. From the findings obtained the contribution which the study made was to come up with some methods of infusing indigenous knowledge systems in science teaching. The trend in research related to IK is more aligned to policies rather than how IK can be usefully used for the benefit of science teaching. As the study only looked into the IKP reflecting Science which the participating teachers brainstormed, it provides an insight into how and which other IK practices can be woven into WMS to encourage social transformation accommodative of Afrocentric world views which allows scientific literacy to be achieved.
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Phillips, Jean. "Resisting contradictions : non-Indigenous pre-service teacher responses to critical Indigenous studies." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46071/1/Donna_Phillips_Thesis.pdf.
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The study examines non-Indigenous pre-service teacher responses to the authorisation of Indigenous knowledge perspectives in compulsory Indigenous studies with a primary focus on exploring the nature and effects of resistance. It draws on the philosophies of the Japanangka teaching and research paradigm (West, 2000), relationship theory (Graham, 1999), Indigenist methodologies and decolonisation approaches to examine this resistance. A Critical Indigenist Study was employed to investigate how non-Indigenous pre-service teachers managed their learning, and how they articulated shifts in resistance as they progressed through their studies. This study explains resistance to compulsory Indigenous and how it can be targeted by Indigenist Standpoint Pedagogy. The beginning transformations in pre-service teacher positioning in relation to Australian history, contemporary educational practice, and professional identity was also explored.
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Valencia, Mireya. "Restoring Reciprocity: Indigenous Knowledges and Environmental Education." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/pomona_theses/224.
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Environmental education in the U.S. has been slow to incorporate Indigenous knowledges, with most pre-university curriculum centering around Western science. I believe incorporating Indigenous knowledges into environmental education can promote reciprocal, critical, and active human-nature relationships. While Indigenous knowledges should infiltrate all levels of environmental education, I argue that alternative forms of education which operate outside the formal school system might present the fewest immediate obstacles.
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Ford, Linda Mae, and linda ford@deakin edu au. "Narratives and Landscapes: Their Capacity to Serve Indigenous Knowledge Interests." Deakin University. School of Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20070614.105953.
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The thesis is a culmination of my research which drew on tyangi wedi tjan Rak Mak Mak Marranunggu and Marrithiel knowledge systems. These awa mirr spiritual knowledge systems have guided our Pilu for millennium and have powerful spiritual affiliation to the land and our continued presences. The understandings of the spiritual connectedness and our practices of relatedness have drawn on Pulitj, our deep awa mirr spiritual philosophy that nourishes us on our country. This philosophy gave us our voice and our presence to act in our own ways of knowing and being on the landscapes created by the Western bureaucratic systems of higher education in Australia to bring forth our Tyikim knowledge systems to serve our own educational interests.
From this spiritual Puliyana kunun philosophical position the thesis examines colonising constructions of Tyikim peoples, Tyikim knowledge systems in education, Tyikim research and access to higher education for Tyikim students. From the research, it is argued that the paradigm, within which the enclave-derived approach to Indigenous higher education is located, is compatible with the normalising imperialistic ideology of higher education. The analysis of the Mirrwana/Wurrkama participatory action research project, central to the research, supported an argument for the Mirrwana/Wurrkama model of Indigenous higher education. Further analysis identified five key pedagogical principles embedded within this new model as metaphorically equivalent to wilan~bu of the pelangu. The thesis identifies the elements of the spirituality of the narrative exposed in the research-in-action through the Marri kubin mi thit wa!. This is a new paradigm for Tyikim participation in higher education within which the Mirrwana/Wurrkama model is located. Finally, the thesis identifies the scope for Tyikim knowledge use in the construction of contemporary bureaucratic and institutionalised higher education ngun nimbil thit thit teaching and learning experiences of Tyikim for the advancement of Tyikim interests. Here the tyangi yigin tjan spiritual concepts of narrative and landscape are drawn upon both awa mirr metaphorically and in marri kubin mi thit wa Tyikim pedagogical practice.
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Spak, Stella. "Canadian resource co-management boards and their relationship to indigenous knowledge, two case studies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ63584.pdf.
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Sheya, Elieser. "Indigenous knowledge and environmental education : a case study of selected schools in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86476.
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ENGLISH ABSTRACT: In some contemporary discourses, a new dimension of knowledge is increasingly being recognised. Sustainable development is no longer the exclusive domain of western science and technology. There is a growing interest in the role that indigenous people and their communities can play in sustainable development. The integration of indigenous knowledge (IK) into formal school curricula, especially environmental education (EE), is seen as a key approach to making education relevant to rural students. This will also promote the intellectual diversity required to manage the scope, complexity and uncertainty of local and global environmental issues.
This study is guided by constructivist approaches and postcolonial perspectives that recognise the differences between IK and western sciences but at the same time concerned with ways in which the two can work together. In particular, this study uses a qualitative case study of selected schools in the Northern part of Namibia to investigate how IK can be used to support EE in rural schools. The National (Namibian) Curriculum for Basic Education and the Life Science curriculum documents have been analysed, focusing specifically on how IK is coupled with EE at school level. The review of the curriculum documents revealed that IK is not only ignored and underutilised in schools, but also systematically undermined as a potential source of knowledge for development. The curriculum continues to reinforce western values at the expense of IK. To gain more insight into existing EE practices in schools and the role that local knowledge can play in school syllabi, six teachers, two advisory teachers and two traditional leaders were carefully selected and interviewed. The basis for this was to possibly challenge and address the needs that learners and their environment have. The participants in this study embraced the inclusion of IK in EE. However, the processes of combining IK with science may be constrained by challenges related to: teachers‟ attitudes, the design of the curriculum, and the way learner-centered education is conceptualised and practiced in schools. The study suggests that, to incorporate IK into EE effectively may require a shift away from the current strong subject-based, content-focused and examination driven EE curriculum. A cross-cultural Science Technology and Society (STS) curricula that includes a broad range of disciplines and provides a context within which all knowledge systems can be equitably compared and contribute to our understanding of the environment is proposed as an alternative curricula framework.
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Droz, PennElys. "Biocultural Engineering Design for Indigenous Community Resilience." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/323449.
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Indigenous peoples worldwide are engaged in the process of rebuilding and re-empowering their communities. They are faced with challenges emerging from a history of physical, spiritual, emotional, and economic colonization, challenges including a degraded resource base, lack of infrastructure, and consistent pressure on their land tenure and ways of life. These communities, however, continue demonstrating profound resilience in the midst of these challenges; working to re-empower and provide for the contemporary needs of their people in a manner grounded in supporting bio-cultural integrity; the interconnected relationship of people and homeland. At the same time, in response to contemporary environmental degradation, the fields of resilience science, adaptive management, and ecological engineering have emerged, the recommendations of which bear remarkable similarity to Indigenous ontologies, epistemologies, and governance structures. The relationship between these fields and Indigenous epistemology, underscored by experience in the field, has led to the conceptualization of bio-cultural engineering design; design that emerges from the inter-relationship of people and ecology. The biocultural engineering design methodology identifies the unique cosmological relationships and cultural underpinnings of contemporary Indigenous communities, and applies this specific cultural lens to engineered design and architecture. The development of resilience principles within the fields of architecture and engineering have created avenues for biocultural design to be translatable into engineering and architectural design documents, allowing access to large scale financial support for community development. This method is explored herein through literature and analysis of practical application in several different Indigenous communities and nations. This method lends itself to future research on biocultural design processes as a source of technological and design innovation as Indigenous communities practice placing their values and cosmologies at the center of development decisions, as well as comprehensive start-to-finish documentation of the methodology applied to diverse engineered applications, including water systems, energy systems, and building construction.
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Hart, Tim George Balne. "The value of using rapid rural appraisal techniques to generate and record indigenous knowledge : the case of indigenous vegetables in Uganda." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16338.
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Thesis (MA)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: In recent decades increasing attention has been paid to the idea of sustainable development and in particular to sustainable agricultural practices. Studies in the seventies, eighties and nineties indicated that many resource-poor farmers were practising low external input sustainable practices by virtue of their resource-poor status. Despite this status these farmers were developing sustainable practises that enabled them to survive even the harshest conditions. It was believed that an understanding of their local practices and associated knowledge, called indigenous technical knowledge by conventional scientists, could provide agricultural development workers with a greater understanding of how to achieve sustainable agricultural development. This awareness would ensure the optimal and sustainable use of local livelihood sources. Following this interest a number of complementary research methods were developed to generate and record indigenous knowledge. Many of these methods fall within the participatory research paradigm of the Social Sciences. Using one of the earlier complementary methods, Rapid Rural Appraisal (RRA), this study considers its value as a method to collect indigenous knowledge about the local cultivation and use of indigenous vegetables in a parish in Uganda. The basic RRA tools are described and the position of RRA within the participatory research paradigm is discussed, indicating that the method probably has a lower-middle of the road position when placed on a continuum of participation. In this study the use of the method enabled the generation of information relating to the context in which agriculture was practised in the parish; specifically the production and use of plants known as indigenous vegetables. At the same time the tools enabled a broad understanding of indigenous knowledge regarding the production, associated practises and beliefs, as well as the use of indigenous vegetables in the parish. This information included technical and socio-cultural information indicating that indigenous knowledge is not only about technical knowledge. In recent years debate has emerged with regard to the value, use and misuse of indigenous knowledge. The debate has questioned the ability of various participatory complementary methods to accurately generate and record this knowledge. One of the main concerns is that most of these methods, like those associated with the quantitative and qualitative paradigms, tend to have inherent biases which detract from their value. Reflection on the use of RRA in the Ugandan study indicated that it was subject to a number of contextual constraints, namely: the assumption and treatment of indigenous knowledge as a stock of knowledge which can neatly conform to scientific categorisation; the unawareness of the powerladen interactions in which knowledge is generated; the consequences of local power struggles on the generation of knowledge; the significance that the presence of researchers during the knowledge generating process has on the resultant knowledge; the relevance of the time, timing and location where knowledge is generated; and the effect that local social differences, such as gender, age, wealth, class, etc. have on who has access to what sort of knowledge. More recently developed and refined methods such as Participatory Rural Appraisal (PRA) and Participatory Technology Development (PTD) include some tools and strategies that overcome some of these constraints. However, these methods are often subject to similar constraints, given the context in which they are used. In the final analysis, the use of the RRA method in Uganda is considered to be a useful tool for collecting contextual data and indigenous knowledge given the circumstances in which it was used. These circumstances included financial constraints, a lack of skills in the complementary methods within the research team, insufficient time and other resources. These hindrances are common in many agricultural development contexts. Based on the results of the study it is recommended that where circumstances permit it, participatory methods such as PRA and PTD should be used. However, users must remain aware that these methods can suffer from some contextual constraints if they are not used with care and if this use is not regularly reflected upon. Despite a number of shortcomings, the use of the RRA method indicated that it is a suitable method in certain contexts. It also indicated that indigenous knowledge is extremely important for agricultural development, but that care must be taken as to how it is generated, understood, recorded and subsequently used. The data generated by means of the RRA method enabled some preliminary reflections on the current understanding of indigenous knowledge. These were reflections on the following: it is a system of knowledge; it originates in and is exclusive to a particular location; it has the ability to include knowledge developed in other locations; and it is deeply entwined within the context in which it is developed. In conclusion a number of possible areas for future research on indigenous knowledge and participatory methods are identified which will allow us to develop a deeper understanding of the value of participatory methods and the significance of indigenous knowledge.
AFRIKAANSE OPSOMMING: Gedurende die afgelope dekades is verhoogde aandag geskenk aan die idee van volhoubare ontwikkeling en spesifiek aan volhoubare landboupraktyke. Studies gedurende die sewentigs, tagtigs en negentigs wys daarop dat verskeie hulpbronbeperkte boere lae eksterne inset, volhoubare praktyke be-oefen het na aanleiding van hulle hulpbronbeperkte status. Nieteenstaande hierdie boere se stand van sake het hulle nietemin standhoudende praktyke ontwikkel wat hulle in staat gestel het om selfs die moeilikste omstandighede te oorleef. Daar was geglo dat deur van hulle plaaslike praktyke en die daarmee saamgaande kennis, bekend as Inheemse Tegniese Kennis onder konvensionele wetenskaplikes, te begryp, dit landbouontwikkelingswerkers kan voorsien van ‘n beter begrip rakende, hoe om standhoudende landbou-ontwikkeling te bereik. Hierdie bewustheid sal die optimale en volhoubare gebruik van plaaslike lewens- en huishoudingsbronne verseker. As gevolg van hierdie belangstelling is ‘n hele aantal komplimenterende navorsingsmetodes ontwikkel om inheemse kennis in te win en op te teken. Verskeie van hierdie metodes val binne die deelnemende navorsingsparadigma van die Geesteswetenskappe. Deur gebruik te maak van een van die vroeëre aanvullende metodes, Rapid Rural Appraisal (RRA), lê die waarde van RRA daarin dat dit ‘n metode is om inheemse kennis in te samel rakende die plaaslike verbouïng en gebruik van inheemse groentes in ‘n wyk in Uganda. Die basiese RRA tegnieke word omskryf asook die posisie van RRA binne die deelnemende navorsings paradigma en dan word daar aangedui dat die metode heel moontlik ‘n lae-middelposisie het wanneer dit geplaas word in terme van ‘n kontinuüm van deelname. In hierdie studie het die metode dit moontlik gemaak om inligting in te win wat verband hou met die konteks waarbinne landbou be-oefen is in die wyk; spesifiek wat produksie en die gebruik van plante, bekend as inheemse groentes, aanbetref. Terselfdertyd het die tegnieke ‘n breër begrip daargestel van inheemse kennis rakende die produksie, daarmee saamgaande praktyke en plaaslike menings, sowel as die gebruik van inheemse groentes in die wyk. Hierdie inligting het ingesluit die tegniese en sosio-kulturele inligting en aangedui dat inheemse kennis nie net oor tegniese kennis handel nie. In die pas afgelope jare het die debat ontstaan rakende die waarde, gebruik en misbruik van inheemse kennis. Die debat het die vermoë van die verskeie deelnemende komplimentêre metodes om akkuraat hierdie kennis in te win en op te skryf, bevraagteken. Een van die hoof bekommernisse is dat die meeste van hierdie metodes, soos die verbonde aan kwalitatiewe en kwantitatiewe paradigmas, daarna neig om inherent bevooroordeeld te wees wat hulle van hul waarde laat verminder. ‘n Refleksie op die gebruik van RRA in die Uganda-studie wys daarop dat dit onderhewig was aan ‘n aantal kontekstuele beperkings naamlik: die aanname en hantering van inheemse kennis as ‘n inventaris van kennis wat netjies omgeskakel kan word in wetenskaplike katagorisering; onbewustheid van die magsonewewigtigheid interaksies waarbinne kennis ingewin word; die gevolge van plaaslike magstryde op die insameling van kennis; die effek wat die teenwoordigheid van navorsers tydens die proses van kennis insameling het op die resultaatgewende kennis, die relevansie van tyd, tydsberekening en plek waar kennis ingewin word; en die effek wat plaaslike sosiale verskille, soos geslag, ouderdom, rykdom, klas, ens. het op wie toegang het tot watter soort van kennis. Meer onlangs ontwikkelde en verfynde metodes soos Participatory Rural Appraisal (PRA) en Participtory Technology Development (PTD) sluit van die tegnieke en strategieë in wat sommige van hierdie beperkings oorkom. Maar sommige van hierdie metodes is gereëld onderworpe aan soortgelyke beperkings, gegewe die konteks waarbinne dit gebruik word. In die finale analise is die gebruik van die RRA metode in Uganda beskou as ‘n bruikbare tegniek vir die insameling van kontekstuele data en inheemse kennis, gegewe die omstandighede waarbinne dit gebruik is. Hierdie omstandighede sluit in, finansiele beperkings, ‘n gebrek aan vaardigheid met die komplimentêre metodes binne die navorsingspan, onvoldoende tyd en ander bronne. Hierdie hindernisse is algemeen in verskeie landbouontwikkelingskontekste. Gebasseer op die resultate van die studie word aanbeveel dat waar omstandighede hul daartoe leen, deelnemende metodes soos PRA en PTD, gebruik moet word. Maar gebruikers moet daarvan bewus bly dat hierdie metodes kan ly aan kontekstuele tekortkomings indien hulle nie met sorg gebruik word en daar nie gereeld oor die gebruik daarvan gereflekteer word nie. Ten spyte van ‘n aantal tekortkomminge het die gebruik van die RRA metode aangewys dat dit ‘n toespaslike metode binne ‘n sekere konteks is. Dit het ook aangewys dat inheemse kennis uiters belangrik is vir landbouontwikkeling, maar dat sorg gedra moet word rakende hoe dit ingewin, verstaan, opgeskryf en daarna gebruik word. Die data wat ingewin is deur middel van die RRA metode het voorlopige refleksies moontlik gemaak rakende die huidige begrip van inheemse kennis. Hierdie was refleksies op die volgende: dit is ‘n stelsel van kennis, dit ontstaan in en is eksklusief aan ‘n spesifieke gebied, dit het die vermoë om kennis in te sluit wat in ander gebiede ontwikkel is, en dit is diep ingeweef in die konteks waarbinne dit ontwikkel is. Ten slotte ‘n hele aantal moontlike areas vir toekomstige navorsing rakende inheemse kennis en deelnemende metodes is geidentifiseer wat ons in staat sal stel om ‘n beter begrip te ontwikkel van die waarde van deelnemende metodes en die belangrikheid van inheemse kennis.
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Fredericks, Azeza. "Putting indigenous knowledge on the science policy agenda in South Africa, 1994-2002." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/16605.
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Thesis (MPhil)--University of Stellenbosch, 2005.ENGLISH ABSTRACT: The study focuses on tracking the developments accompanying the rise of indigenous knowledge (IK) and its positioning on the science policy and national research agenda in South Africa (SA). The historical occasion, the variety of policy developments in a diverse ‘new’ SA and how IK evolved, presented the impetus and context of the study. The objectives of the study were to consider more closely the roles and actions of the participants in the overall process, how they interacted and to identify broad patterns that occurred. Other areas included positioning IK as strategic science and how it was refracted through the national research system. To achieve these objectives, a significant part of the methodology involved a historical reconstruction of developments in IK. The data obtained from this reconstruction provided the basis for further analysis and closer scrutiny of the issues. Reconstructing the history assisted with providing some answers regarding the sources of concern and motivation which led to formulating policy on IK, the processes that advanced IK to its position in 2002, looking at how the various players in the research system were mobilized and how the prelegislative stage of activity determined the outcome of the IK legislative process. In addition to these questions, there was an opportunity to consider Wally’s Serote’s role as ‘moral entrepreneur and to try to understand both his personal trajectory and the role he played in the system. The historical reconstruction provided a periodization comprising three chronological phases, namely • Genesis (1994 – 1996) • Awareness Creation (1997 – 1998) • Programmes and Implementation (1999 – 2002) New policy directions in SA provided a context for positioning IK within strategic science. The leadership and passion displayed by Serote also required an understanding of his personal trajectory and the role he played in the system. IK as strategic science is positioned within framework of the moral entrepreneur’s cycle in a changing system. The historical reconstruction raised the issue of how easy or difficult it is to embed processes and how these processes co-evolve in the system. It also showed how IK was refracted through the national research system. The broad ‘success’ of the IK initiative is discussed with respect to its legislative and policy journey in SA and its current position in the research system. The ‘lesser successful’ side is also discussed in terms of the intended objectives and the eventual outcomes. Protecting IK, a central issue throughout the process, led to struggles and tensions that required rethinking both the policy and epistemic aspects of both western science and IK.
AFRIKAANSE OPSOMMING: Hierdie studie fokus daarop om dié ontwikkelinge te volg wat deel was van die opkoms van inheemse kennis (IK) en die posisionering daarvan op die agenda vir wetenskapsbeleid en nasionale navorsing in Suid-Afrika (SA). Die historiese gebeurlikhede, die verskeidenheid in beleidsontwikkelinge in 'n diverse "nuwe" SA en die manier waarop IK ontwikkel het, het die stukrag en die konteks vir hierdie studie verskaf. Die doelwitte van die studie was as volg: om die rolle en die aksies van die deelnemers aan die proses as geheel in meer detail te oorweeg; om hulle interaksie waar te neem en om die breë aksiepatrone te identifiseer. Ander ondersoekareas was om IK as strategiese wetenskap te posisioneer en om vas te stel hoe dit deur middel van die nasionale navorsingstelsel gerefrakteer is. Om hierdie doelwitte te kan bereik, het 'n belangrike deel van die metodologie die historiese rekonstruksie van ontwikkelinge in IK behels. Die data wat deur middel van hierdie rekonstruksie verkry is, het die basis voorsien vir die verdere analise en nadere beskouing van die relevante kwessies. Deur die geskiedenis te rekonstrueer kon sommige van die vrae oor die volgende beantwoord word: die oorsprong van sake wat kommer gewek het en die motivering wat gelei het tot die formulering van beleid oor IK; die prosesse wat IK tot die posisie daarvan in 2002 bevorder het deur te kyk hoe die onderskeie rolspelers in die navorsingstelsel gemobiliseer is; en hoe die pre-wetgewende fase van aktiwiteite die uitkoms van die IK-wetgewende proses bepaal het. Bo en behalwe die beantwoording van hierdie vrae, kon Serote se rol as morele entrepreneur ook ondersoek word om sodoende beide sy persoonlike trajektorie en die rol wat hy in die stelsel gespeel het te probeer verstaan. Die historiese rekonstruksie het 'n periodisering, bestaande uit drie chronologiese fases, verskaf, naamlik ������� Genesis (1994 – 1996) ������� Skepping van 'n Bewussyn (1997 – 1998) ������� Programme en Implementering (1999 – 2002) Nuwe beleidsrigtings in Suid-Afrika het 'n konteks verskaf vir die posisionering van IK binne die strategiese wetenskap. Die leierskap en passie wat Serote geopenbaar het, het ook begrip vir sy persoonlike trajektorie en die rol wat hy in die stelsel gespeel het, gevra. IK as 'n strategiese wetenskap is geposisioneer binne-in die raamwerk van die morele entrepreneur se siklus in 'n veranderende stelsel. Die historiese rekonstruksie het die kwessie geopper van hoe maklik of hoe moeilik dit is om prosesse in te bed, en hoe hierdie prosesse saam in die stelsel ontwikkel. Dit het ook gewys hoe IK deur middel van die nasionale navorsingstelsel gerefrakteer is. Die breë "sukses" van die IK-inisiatief word bespreek met betrekking tot die pad wat dit geloop het in die wetgewende en die beleidsvormende proses in Suid-Afrika en die huidige posisie daarvan in die navorsingstelsel. Die "minder suksesvolle" kant word ook bespreek met betrekking tot die vooropgestelde doelwitte en die uiteindelike uitkomste. Die beskerming van IK, 'n sentrale kwessie regdeur die proses, het gelei tot worstelinge en spanninge wat vereis het dat die beleids- én die epistemiese aspekte van beide die westerse wetenskap en IK herbedink moes word.
Books on the topic "Expanding knowledge in Indigenous studies"
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Phillips, Adedotun O. Indigenous knowledge systems and practices: Case studies from Nigeria. Ibadan: Nigerian Institute of Social and Economic Research (NISER), 1995.
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Brian, Ferguson R., and Whitehead Neil L, eds. War in the tribal zone: Expanding states and indigenous warfare. Sante Fe, N.M: School of American Research Press, 1992.
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Indigenous identity and resistance: Researching the diversity of knowledge. Dunedin, N.Z: Otago University Press, 2010.
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Peter, Dixon, and Barr Julian, eds. Indigenous knowledge inquiries: A methodologies manual for development. Rugby, U.K: ITDG Pub., 2005.
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R, Teasdale G., Ma Rhea Zane, and Unesco, eds. Local knowledge and wisdom in higher education. Oxford: Published for the IAU Press [by] Pergamon, 2000.
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Mararike, C. G. Survival strategies in rural Zimbabwe: The role of assets, indigenous knowledge, and organisations. [Harare]: Mond Books, 1999.
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Gold, E. Richard, and Tania Bubela. Genetic resources and traditional knowledge: Case studies and conflicting interests. Cheltenham, UK: Edward Elgar, 2012.
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Masons, tricksters and cartographers: Comparative studies in the sociology of scientific and indigenous knowledge. Amsterdam: Harwood Academic, 2000.
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Education, indigenous knowledge, and development in the global south: Contesting knowledges for a sustainable future. New York: Routledge, 2012.
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Arctic Institute of North America, ed. Biocultural diversity and indigenous ways of knowing: Human ecology in the Arctic. Calgary: University of Calgary Press, 2009.
Find full textBook chapters on the topic "Expanding knowledge in Indigenous studies"
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Bandyopadhyay, Debashis. "Protection of Traditional Knowledge and Indigenous Knowledge." In South Asia Economic and Policy Studies, 59–70. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8872-8_6.
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Shih, Cheng-feng. "Indigenous Knowledge Production and Research Ethics." In Sinophone and Taiwan Studies, 95–116. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-4178-0_5.
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McGregor, Deborah. "Anishinaabe Environmental Knowledge." In Contemporary Studies in Environmental and Indigenous Pedagogies, 77–88. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-293-8_5.
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Rigney, Lester-Irabinna. "Aboriginal child as knowledge producer." In Routledge Handbook of Critical Indigenous Studies, 578–90. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429440229-49.
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Esiobu, Chika Ezeanya. "Women and Indigenous Knowledge in Africa." In The Palgrave Handbook of African Women's Studies, 1–17. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-77030-7_68-1.
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Esiobu, Chika Ezeanya. "Women and Indigenous Knowledge in Africa." In The Palgrave Handbook of African Women's Studies, 105–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-28099-4_68.
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Shih, Shu-mei, and Lin-chin Tsai. "Correction to: Indigenous Knowledge in Taiwan and Beyond." In Sinophone and Taiwan Studies, C1. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-4178-0_16.
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Ng-A-Fook, Nicholas. "Fishing for Knowledge Beyond Colonial Disciplines." In Contemporary Studies in Environmental and Indigenous Pedagogies, 285–305. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-293-8_16.
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Siku, Skaya. "The Making of Indigenous Knowledge in Contemporary Taiwan: A Case Study of Three Indigenous Documentary Filmmakers." In Sinophone and Taiwan Studies, 55–76. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-4178-0_3.
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Yang, Shu-yuan. "The Indigenous Land Rights Movement and Embodied Knowledge in Taiwan." In Sinophone and Taiwan Studies, 203–21. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-4178-0_10.
Full textConference papers on the topic "Expanding knowledge in Indigenous studies"
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Huntinghawk, Farrah, Candace Richard, Sarah Plosker, and Gautam Srivastava. "Expanding Cybersecurity Knowledge Through an Indigenous Lens: A First Look." In 2020 IEEE Canadian Conference on Electrical and Computer Engineering (CCECE). IEEE, 2020. http://dx.doi.org/10.1109/ccece47787.2020.9255753.
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Sarumaha, Martiman Suaizisiwa. "Educational Management Based on Indigenous Knowledge (Narrative Studies of Culture of Indigenous Knowledge in South Nias)." In 1st International Multidisciplinary Conference on Education, Technology, and Engineering (IMCETE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200303.036.
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Marquez, Jimena. "Multidisciplinary Indigenous research: Preliminary findings of a scoping review of Canadian scholarship (1997 to 2020)." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.04027m.
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Research in Indigenous contexts has historically been associated with colonialism. To counter this, recent Indigenous research re-centers knowledge production on Indigenous worldviews and voices. As a settler ally, I have conducted a scoping review of Canadian Indigenous research using a mixed method approach (Western and Indigenous), adopting Arksey and O’Malley (2005) scoping methodology (for initial five steps) and Kovach’s (2010) Indigenous conversational method for consultations. The aim of this scoping review is to map out the praxis of Indigenous research by examining current epistemological trends, the diversity of Indigenous methods used and the role of researcher positionality in Indigenous research. Preliminary findings (before consultations) based on 46 papers across disciplines, point out to an increase in the number of Indigenous research projects conducted in Canada in the last five years. There is also evidence of substantial efforts by scholars to engage in respectful and reciprocal research partnerships with Indigenous partners.
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Marquis, Jenefer, and Theodor Wyeld. "Ancestral Forces in Contemporary Indigenous Australian Women's Art: 3 Case Studies of Multi-dimensional Cultural Heritage Knowledge." In 2010 14th International Conference Information Visualisation (IV). IEEE, 2010. http://dx.doi.org/10.1109/iv.2010.60.
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Estrina, Tatiana, Shengnan Gao, Vivian Kinuthia, Sophie Twarog, Liane Werdina, and Gloria Zhou. "ANALYZING INDIGENEITY IN ACADEMIC AND ARCHITECTURAL FRAMEWORKS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end091.
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While the Truth and Reconciliation Commission of Canada fosters agency for Indigenous Canadians, this mandate like others, attempts to Indigenize an existing colonial system. The acknowledgement of the Indigenous experience within academic institutions must begin with a deconstruction of educational frameworks that are enforced by pre-existing neo-colonial policies and agendas. The colonial worldview on institutional frameworks is rooted in systemic understandings of property, ownership and hierarchy that are supported by patriarchal policies. These pedagogies do not reflect Indigenous beliefs or teachings, resulting in an assimilation or dissociation of Indigenous members into Western-centric educational systems. Addressing this disconnect through Indigenizing existing institutional frameworks within state control favours a system that re-affirms settler-societies. The tokenization and lack of Indigenous participation in the decision-making process reinforces misinformed action towards reconciliation. decentralized. The case studies explored emphasize the rediscovery of an authentic culture-specific vernacular, facilitation of customs through programme, and the fundamental differences between Indigenous and colonial worldviews. The critical analysis of these emerging academic typologies may continue to inform future architectural projects while fostering greater responsibility for architects and positions of authority to return sovereignty to Indigenous communities and incorporate design approaches that embody Indigenous values. This paper will propose the decolonization of academic frameworks to reconstruct postcolonial methodologies of educational architecture that serve Indigenous knowledge and agency.
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Yuan, Meng, Yongtu Liang, and Bohong Wang. "Optimization of Expanding Gathering Pipeline Network in Gas Fields." In ASME 2019 Pressure Vessels & Piping Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/pvp2019-93373.
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Abstract One major problem in the progressive development of gas field is the expanding of gas gathering pipeline network, especially when the existing gathering pipeline system cannot satisfy the production requirements of the new wells. How to design the expanding scheme of the new block, and how to determine the best linking between the new wells and the existing pipeline network can be challenging for designers due to the complexity of the coupling relationship of the variables and strong nonlinearity of the hydraulic characteristics. To our best knowledge, few studies have been done on this issue. In this study, to expand a gathering pipeline network in a gas field, an optimal design method is proposed considering the hydraulic characteristics of the network with an objective function that maximizes the yearly profit. The connection scheme of the new production wells is obtained by employing a genetic algorithm (GA). This method is applied to a real case study of a gas gathering pipeline system in China. To find the optimal parameter combination in GA, three key parameters includes population size, crossover probability, and mutation probability are tested. Moreover, we also choose the method from previous research which using minimum pipeline length as objective, and apply it on the same example for comparison. The results show superiority of our method in fully utilizing the capacity of gas field while meeting the production requirements.
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Simos, Nicholas, Harold Kirk, Hans Ludewig, Peter Thieberger, W. T. Weng, Kirk McDonald, and K. Yoshimura. "Material Studies for Pulsed High-Intensity Proton Beam Targets." In 12th International Conference on Nuclear Engineering. ASMEDC, 2004. http://dx.doi.org/10.1115/icone12-49441.
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Intense beams for muon colliders and neutrino facilities require high-performance target stations of 1–4 MW proton beams. The physics requirements for such a system push the envelope of our current knowledge as to how materials behave under high-power beams for both short and long exposure. The success of an adopted scheme that generates, captures and guides secondary particles depends on the useful life expectancy of this critical system. To address the key technical challenges around the target of these initiatives, a set of experimental studies have either been initiated or being planned that include (a) the response and survivability of target materials intercepting intense, energetic protons, (b) the integrity of beam windows for target enclosures, (c) the effects of irradiation on the long-term integrity of candidate target and focusing element materials, and (d) the performance of the integrated system and the assessment of its useful life. This paper presents an overview of what has been achieved during the various phases of the experimental effort including a tentative plan to continue the effort by expanding the material matrix. The paper also attempts to interpret what the experimental results are revealing and seeks for ways to extrapolate to the required intensities and anticipated levels of irradiation and it discusses the feasibility of the proposed approaches to achieving such high-performance systems. Further it explores the connection of accelerator target systems with reactor systems in order to utilize experience data that the nuclear reactor sector has acquired over the years.
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Faumuina, Cecelia. "'Asi - The presence of the unseen." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.110.
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This paper considers an indigenous, methodological framework developed for my doctoral thesis, ‘Asi: The Presence of the Unseen. Defined as ‘Ngatu’ the framework employs the heliaki (metaphor) of women’s collective crafting of indigenous fabric, to structure an artistic research project. Ngatu is cloth made from the bark of the paper mulberry tree. Used for floor mats, bedding, clothing and room dividers it is also often given as a gift at weddings, funerals and formal presentations. Ngatu is considered one of Oceania’s distinctive art forms and processes. Within the study, the position of the researcher is both a creator of artistic work and a reflector on the experience and practices of other collaborators. The Ngatu framework enables a practice-led inquiry that is underpinned by indigenous principles: uouongataha (the pursuit of harmony), mālie/māfana (warmth and beauty) and anga fakatōkilalo (being open to learning). Guided by these values, the methodology employs five distinct phases: TŌ (gestation) TĀ (harvesting knowledge) NGAOHI / TUTU (preparing and expanding ideas) HOKO/KOKA’ANGA (harmonious composition), and FOAKI (presentation). The Ngatu methodology may be seen in the light of a significant discussion in 2019, where a gathering of Oceanic scholars considered a proliferation of Indigenous models of inquiry that had been developed by Pacific researchers outside of conventional Western research paradigms. Although much of the discussion focused on research emanating from Health and the Social Sciences, the use of heliaki to describe methodological approaches to artistic inquiry also has a discernible history in doctoral theses in Aotearoa/New Zealand (Pouwhare, 2020; Toluta’u, 2015; Tupou, 2018; Vea, 2015). The Ngatu methodological framework was applied to the question, “What occurs when young Oceanic people work together artistically in a group, drawing on values from their cultural heritage to create meaningful faiva (artistic performances)?” In posing this question, the thesis sought to understand how, ‘asi (the spirit of the unseen), might operate as an empowering agency for endeavour and belonging. As such, the study proposed that ‘asi which is conventionally identified at the peak of artistic performance, might be also discernible before and after such an event, and resource the energy of artistic practice as a whole. The Ngatu methodology was applied to two bodies of work. The first was a co-created project called Lila. This was developed by a team of secondary school students who produced a contemporary faiva for presentation in 2019. This case study was used in conjunction with interviews from contemporary Oceanic youth leaders, reflecting on the nature and agency of ‘asi, as it appears in their artistic workshops with young people. The second work was a performance called FAIVA | FAI VĀ. This was the researcher’s artistic response to the witnessed nature of ‘asi. The performance integrated spoken word poetry, sound, illustration and video design.
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Funazaki, K., K. Yamada, and Y. Kato. "Studies on Effects of Periodic Wake Passing Upon a Blade Leading Edge Separation Bubble: Experimental Investigation Using a Simple Leading Edge Model." In ASME Turbo Expo 2003, collocated with the 2003 International Joint Power Generation Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/gt2003-38281.
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This paper describes experimental investigation on aerodynamic interaction between incoming periodic wakes and leading edge separation bubble on a compressor or turbine blade, using a scaled leading edge model. The studies aims at expanding the range of the test conditions from that of the previous study (Funazaki and Kato [15]) in order to deepen the knowledge on how and to what extent upstream wake passing suppresses the leading edge separation bubble. Special attention is paid to the transitional behaviors of the separated boundary layers, in particular, to the emergence of wake-induced turbulence spots. Hot-wire probe measurements are then executed under five different flow conditions. The test model has a simple structure consisting of a semi-circular leading edge and two flat-plates. Cylindrical bars of the wake generator generate the periodic wakes in front of the test model. Effects of Reynolds number, Strouhal number, direction of the bar movement and incidence of the test model against the incoming flow are examined in this paper. The measurements reveal that the wake moving over the separation bubble does not directly suppress the separation bubble. Instead, wake-induced turbulence spots and the subsequent calmed regions have dominant impacts on the separation bubble suppression for the all test cases. Distinct difference of the bubble suppressing effect by the wakes is also observed when the direction of the bar movement is altered.
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Bolivar, Loyalda T. "Rain or Shine Shield: Language and Ropes of Sadok Making." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.6-4.
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A sadok or salakot is a farmer’s cherished possession, protecting him from the sun or rain. The Sadok, persisting up to the present, has many uses. The study of Sadok making was pursued to highlight an important product, as a cultural tradition in the community as craft, art, and part of indigenous knowledge in central Antique in the Philippines. Despite that this valuable economic activity needs sustainability, it is given little importance if not neglected, and seems to be a dying economic activity. The qualitative study uses ethnophenomenological approaches to gather data using interviews and participant observation, which aims to describe the importance of Sadok making. It describes how the makers learned the language of Sadok making, especially terms related to materials and processes. The study revealed that the makers of Sadok learned the language from their ancestors. They have lived with them and interacted with them since they were young. Sadok making is a way of life and the people observe their parents work and assist in the work which allows them to learn Sadok making. They were exposed to this process through observations and hands-on activities or ‘on-the-job’ informal training. They were adept with the terms related to the materials and processes involved in the making of Sadok as they heard these terms from them. They learned the terms bamboo, rattan, tabun-ak (leaves used) and nito (those creeping vines) as materials used in Sadok making. The informants revealed that the processes involved in the making of Sadok are long and tedious, starting from the soaking, curing and drying of the bamboo, cleaning and cutting these bamboo into desired pieces, then with the intricacies in arranging the tabun-ak or the leaves, and the weaving part, until the leaves are arranged, up to the last phase of decorating the already made Sadok. In summary, socialization is one important factor in learning the language and a cultural practice such as Sadok making. It is an important aspect of indigenous knowledge that must be communicated to the young for it to become a sustainable economic activity, which could impact on the economy of the locality. Local government units should give attention to this indigenous livelihood. Studies that would help in the enhancement of the products can likewise be given emphasis.
Reports on the topic "Expanding knowledge in Indigenous studies"
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Näslund-Hadley, Emma, and Humberto Santos. Open configuration options Skills Development of Indigenous Children, Youth, and Adults in Latin America and the Caribbean. Inter-American Development Bank, February 2022. http://dx.doi.org/10.18235/0003954.
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To promote access to skills development among indigenous populations, education planners require knowledge both about the regions challenges and about policies that hold promise. In this study, we map the state of skill development of indigenous children, youth and adults throughout Latin America and the Caribbean (LAC). Based on LAC census data and tests administered at the regional and national levels, as well as prior studies, we identify the main challenges to skills development among LACs indigenous peoples at the five life stagesinfancy/early childhood, childhood and preadolescence, adolescence, young adulthood, and adulthood. We also summarize evidence-based policies and programs that address access and achievement gaps between indigenous and nonindigenous children, youth, and adultsgaps that affect the development of lifelong skills and participation in the labor market. Based on the analysis, we highlight lessons learned and recommend lines of action.
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Boyes, Allison, Jamie Bryant, Alix Hall, and Elise Mansfield. Barriers and enablers for older people at risk of and/or living with cancer to accessing timely cancer screening, diagnosis and treatment. The Sax Institute, July 2022. http://dx.doi.org/10.57022/ieoy3254.
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• Older adults have complex and unique needs that can influence how and when cancer is diagnosed, the types of treatment that are offered, how well treatment is tolerated and treatment outcomes. • This Evidence Check review identified 41 studies that specifically addressed barriers and enablers to cancer screening, diagnosis and treatment among adults aged 65 years and older. • Question 1: The main barriers for older people at risk of and/or living with cancer to access and participate in timely cancer screening relate to lack of knowledge, fear of cancer, negative beliefs about the consequences of cancer, and hygiene concerns in completing testing. The main enablers to participation in timely cancer screening include positive/helpful beliefs about screening, social influences that encourage participation and knowledge. • Question 2: The main barriers for older people at risk of and/or living with cancer to access and/or seek timely cancer diagnosis relate to lack of knowledge of the signs and symptoms of cancer that are distinct from existing conditions and ageing, healthcare accessibility difficulties, perceived inadequate clinical response from healthcare providers, and harmful patient beliefs about risk factors and signs of cancer. The main enablers to accessing and/or seeking a timely cancer diagnosis include knowledge of the signs and symptoms of cancer, and support from family and friends that encourage help-seeking for symptoms. • Question 3: The main barriers for older people at risk of and/or living with cancer in accessing and completing cancer treatment include discrimination against patients in the form of ageism, lack of knowledge, patient concern about the adverse effects of treatment, predominantly on their independence, healthcare accessibility difficulties including travel and financial burden, and patients’ caring responsibilities. The main enablers to accessing and completing cancer treatment are social support from peers in a similar situation, family and friends, the influence of healthcare providers, and involving patients in treatment decision making. • Implications. The development of strategies to address the inequity of cancer outcomes in people aged 65 years and older in NSW should consider: Increasing community members’ and patients’ knowledge and awareness by providing written information and decision support tools from a trusted source Reducing travel and financial burden by widely disseminating information about existing support schemes and expanding remote patient monitoring and telehealth Improving social support by promoting peer support, and building the support capacity of family carers Addressing ageism by supporting patients in decision making, and disseminating education initiatives about geriatric oncology to healthcare providers Providing interdisciplinary geriatric oncology care by including a geriatrician as part of multidisciplinary teams and/or expanding geriatric oncology clinics.
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Droogan, Julian, Lise Waldek, Brian Ballsun-Stanton, and Jade Hutchinson. Mapping a Social Media Ecosystem: Outlinking on Gab & Twitter Amongst the Australian Far-right Milieu. RESOLVE Network, September 2022. http://dx.doi.org/10.37805/remve2022.6.
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Attention to the internet and the online spaces in which violent extremists interact and spread content has increased over the past decades. More recently, that attention has shifted from understanding how groups like the self-proclaimed Islamic State use the internet to spread propaganda to understanding the broader internet environment and, specifically, far-right violent extremist activities within it. This focus on how far right violent extremist—including far-right racially and ethnically motivated violent extremists (REMVEs) within them—create, use, and exploit the online networks in which they exist to promote their hateful ideology and reach has largely focused on North America and Europe. However, in recent years, examinations of those online dynamics elsewhere, including in Australia, is increasing. Far right movements have been active in Australia for decades. While these movements are not necessarily extremist nor violent, understanding how violent far right extremists and REMVEs interact within or seek to exploit these broader communities is important in further understanding the tactics, reach, and impact of REMVEs in Australia. This is particularly important in the online space access to broader networks of individuals and ideas is increasingly expanding. Adding to a steadily expanding body of knowledge examining online activities and networks of both broader far right as well as violent extremist far right populations in Australia, this paper presents a data-driven examination of the online ecosystems in which identified Australian far-right violent extremists exist and interact,1 as mapped by user generated uniform resource locators (URL), or ‘links’, to internet locations gathered from two online social platforms—Twitter and Gab. This link-based analysis has been used in previous studies of online extremism to map the platforms and content shared in online spaces and provide further detail on the online ecosystems in which extremists interact. Data incorporating the links was automatically collected from Twitter and Gab posts from users existing within the online milieu in which those identified far right extremists were connected. The data was collected over three discrete one-month periods spanning 2019, the year in which an Australian far right violent extremist carried out the Christchurch attack. Networks of links expanding out from the Twitter and Gab accounts were mapped in two ways to explore the extent and nature of the online ecosystems in which these identified far right Australian violent extremists are connected, including: To map the extent and nature of these ecosystems (e.g., the extent to which other online platforms are used and connected to one another), the project mapped where the most highly engaged links connect out to (i.e., website domain names), and To explore the nature of content being spread within those ecosystems, what sorts of content is found at the end of the most highly engaged links. The most highly engaged hashtags from across this time are also presented for additional thematic analysis. The mapping of links illustrated the interconnectedness of a social media ecosystem consisting of multiple platforms that were identified as having different purposes and functions. Importantly, no links to explicitly violent or illegal activity were identified among the top-most highly engaged sites. The paper discusses the implications of the findings in light of this for future policy, practice, and research focused on understanding the online ecosystems in which identified REMVE actors are connected and the types of thematic content shared and additional implications in light of the types of non-violent content shared within them.
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Nelson, Gena, Angela Crawford, and Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, January 2022. http://dx.doi.org/10.18122/sped.143.boisestate.
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The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We evaluated 36 syntheses that included 836 studies with 32,495 participants. We coded each synthesis for variables across seven categories including: publication codes (authors, year, journal), inclusion and exclusion criteria, content area focus, instructional strategy focus, sample size, methodological information, and results. The mean interrater reliability across all codes using this coding protocol was 90.3%. Although each synthesis stated a focus on LD, MLD, or MD, very few students with LD or MLD were included, and authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word problem solving, fractions, computer- assisted learning, and schema-based instruction. Syntheses reported wide variation in effectiveness, content areas, and instructional strategies. Finally, our results indicate the majority of syntheses report achievement outcomes, but very few syntheses report on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledge base on mathematics interventions. The systematic review that results from this coding process is accepted for publication and in press at Learning Disabilities Research and Practice.
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.
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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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Voices of vulnerable and underserved adolescents in Guatemala: A summary of the qualitative study 'Understanding the lives of indigenous young people in Guatemala'. Population Council, 2005. http://dx.doi.org/10.31899/pgy19.1011.
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Governments in developing countries recognize the need for appropriate technology for the treatment of emergencies from incomplete abortion or miscarriage. Numerous studies have investigated the appropriateness of an integrated model of postabortion care (PAC) that includes three essential elements: emergency treatment for spontaneous or induced abortion; counseling and family planning services; and links to other reproductive health services. Many integrated PAC services include replacement of the conventional clinical treatment, sharp curettage (SC), with manual vacuum aspiration (MVA). In 1997 and 1999 the Population Council supported intervention studies in Mexico and Bolivia, respectively, to assess PAC programs in terms of safety, effectiveness, quality of care, cost, and subsequent contraceptive use by clients. Both interventions introduced integrated PAC services and compared the outcomes of MVA and SC use in large public hospitals. To assess changes in service quality and costs, researchers analyzed clinical records and interviewed clients and providers before and after the interventions. As noted in this summary, SC and MVA are equally safe and effective and can be provided on an outpatient basis. Integrating clinical treatment with family planning counseling and services increased clients’ knowledge and contraceptive use.
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Securing Rights, Combatting Climate Change: How strengthening community forest rights mitigates climate change. Rights and Resources Initiative, August 2014. http://dx.doi.org/10.53892/chet6628.
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The international community agrees on the urgent need to reduce greenhouse gas emissions from deforestation and forest degradation. With 13 million hectares of forest cleared every year, such efforts are critical to curbing climate change before it reaches a dangerous tipping point. But we are missing a vital opportunity to combat climate change—strengthening the land and resource rights of Indigenous Peoples and local communities whose well-being is tied to their forests. This publication analyzes the growing body of evidence linking community forest rights with healthier forests and lower carbon dioxide emissions from deforestation and forest degradation. It presents a compelling case for expanding and strengthening community forest rights based on evidence drawn from comparative studies, advanced quantitative research, case studies, and original deforestation and carbon analyses by the World Resources Institute. The findings center on examples from 14 forest-rich countries in Latin America, Africa, and Asia. Together, these countries contain about 323 million hectares of government-recognized community forest —68 percent of the estimated total in all low- and middle-income countries—as well as large areas of community forests without legal or official recognition. Our analysis focuses on the links between legal community forest rights (or lack thereof), the extent of government protection of those rights, and forest outcomes.