Relevant bibliographies by topics / Indigenous knowledge systems

Academic literature on the topic 'Indigenous knowledge systems'

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Published: 4 June 2021
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Journal articles on the topic "Indigenous knowledge systems"

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Battiste, Marie, and Sa’ke’j Henderson. "Indigenous and Trans-Systemic Knowledge Systems." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 7, no. 1 (June 2, 2021): 1—xvi. http://dx.doi.org/10.15402/esj.v7i1.70768.

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This special issue addressing the theme of “Indigenous and Trans-Systemic Knowledge Systems” seeks to expand the existing methods, approaches, and conceptual understandings of Indigenous Knowledges to create new awareness, new explorations, and new inspirations across other knowledge systems. Typically, these have arisen and have been published through the western disciplinary traditions in interaction and engagement with diverse Indigenous Knowledge systems. Written by Indigenous and non-Indigenous scholars, and in collaborations, the contributions to this issue feature the research, study, or active exploration of applied methods or approaches from and with Indigenous Knowledge systems as scholarly inquiry, as well as practical communally-activated knowledge. These engagements between Eurocentric and Indigenous Knowledges have generated unique advancements dealing with dynamic systems that are constantly being animated and reformulated in various fields of life and experiences. While these varied applications abound, the essays in this issue explore the theme largely through scholarly research or applied pedagogies within conventional schools and universities. The engagement of these distinct knowledge systems has also generated reflective, immersive, and transactional explorations of how to foster well-being and recovery from colonialism in Indigenous community contexts.
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Ulluwishewa, Rohana. "Indigenous Knowledge Systems for Sustainable Development." Journal of Sustainable Agriculture 3, no. 1 (May 14, 1993): 51–63. http://dx.doi.org/10.1300/j064v03n01_05.

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B. K. Baines, G. "Ecocolonialism and indigenous knowledge systems - comment." Pacific Conservation Biology 1, no. 2 (1994): 87. http://dx.doi.org/10.1071/pc940087.

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In the South Pacific islands it is unrealistic to approach biodiversity conservation without, at the same time, addressing the social and economic needs of those who have a customary association with the area concerned. Cox and Elmqvist (1993) have recognized this and pursued an innovative course of action for rainforest protection. Their disappointment at the loss of an opportunity for external assistance to Tafua villagers for rainforest conservation is understandable. It is important that the reasons for this missed opportunity be known and understood.
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Woodley, Ellen. "Indigenous ecological knowledge systems and development." Agriculture and Human Values 8, no. 1-2 (December 1991): 173–78. http://dx.doi.org/10.1007/bf01579672.

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Mashingaidze, Sivave. "Cosmovision and African conservation philosophy: indigenous knowledge system perspective." Environmental Economics 7, no. 4 (December 9, 2016): 25–33. http://dx.doi.org/10.21511/ee.07(4).2016.03.

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Cosmovision is the worldview of a society that is deeply imbedded in the way in which that society is organized and evolves over time. It is a society’s attempt to explain and better understand all that surrounds it, including its place within the cosmos, or universe and how it conserves it environment. In Africa, like elsewhere, indigenous knowledge systems (IKSs) were used to administer peace, harmony, and order amongst the people and their physical environment. However, with the advent of colonialism in Africa, IKSs were not only marginalized, but demonized leaving their potentials for establishing and maintaining a moral, virtuous society, unexploited. It is in this light that this article argues for a correction to the vestiges of colonialism. The article adopts examples of IKS success stories in pre-colonial era showing the beauty of the undiluted African indigenous knowledge systems and their potential for establishing a moral, virtuous society. To this end, the article argues that Africa, today, is in the grips of high crime rates, serious moral decadence, and other calamities because of the marginalization, false, and pejorative label attached to the African IKSs. This article criticizes, pulls down, and challenges the inherited colonial legacies, which have morally and socially injured many African societies. Keywords: cosmovision, indigenous, knowledge, conservation, philosophy, taboos. JEL Classification: D83, O13, O15
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den Biggelaar, Christoffel. "Farming systems development: Synthesizing indigenous and scientific knowledge systems." Agriculture and Human Values 8, no. 1-2 (December 1991): 25–36. http://dx.doi.org/10.1007/bf01579654.

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Crevello, Stacy. "Dayak Land Use Systems and Indigenous Knowledge." Journal of Human Ecology 16, no. 1 (September 2004): 69–73. http://dx.doi.org/10.1080/09709274.2004.11905718.

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barnhardt, ray, and angayuqaq oscar kawagley. "chapter 16: Indigenous Knowledge Systems and Education1." Yearbook of the National Society for the Study of Education 107, no. 1 (April 2008): 223–41. http://dx.doi.org/10.1111/j.1744-7984.2008.00144.x.

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Green, Lesley. "Anthropologies of knowledge and South Africa's Indigenous Knowledge Systems Policy." Anthropology Southern Africa 31, no. 1-2 (January 2008): 48–57. http://dx.doi.org/10.1080/23323256.2008.11499963.

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Vermeylen, Saskia, George Martin, and Roland Clift. "Intellectual Property Rights Systems and the Assemblage of Local Knowledge Systems." International Journal of Cultural Property 15, no. 2 (May 2008): 201–21. http://dx.doi.org/10.1017/s0940739108080144.

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The mounting loss of the traditional knowledge of indigenous peoples presents environmental as well as ethical issues. Fundamental among these is the sustainability of indigenous societies and their ecosystems. Although the commercial expropriation of traditional knowledge grows, rooted in a global, corporate application of intellectual property rights (IPRs), the survival of indigenous societies becomes more problematic. One reason for this is an unresolved conflict between two perspectives. In the modernist view, traditional knowledge is a tool to use (or discard) for the development of indigenous society, and therefore it must be subordinated to Western science. Alternatively, in the postmodernist view, it is harmonious with nature, providing a new paradigm for human ecology, and must be preserved intact. We argue that this encumbering polarization can be allayed by shifting from a dualism of traditional and scientific knowledge to an assemblage of local knowledge, which is constituted by the interaction of both in a third space. We argue that IPR can be reconfigured to become the framework for creating such a third space.
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Dissertations / Theses on the topic "Indigenous knowledge systems"

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Magaisa, Alex Tawanda. "Knowledge protection in indigenous communities : the case of indigenous medical knowledge systems in Zimbabwe." Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/2630/.

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This study examines the contentious issues relating to the exploitation of indigenous knowledge systems (IKS) within the context of the expanding regime of intellectual property law (IP law). The study focuses specifically on the area of indigenous medical knowledge (IMK) within the geographical context of Zimbabwe as a country case study. The study examines the centrality of knowledge in the global economy and using international political economic theory and practice, demonstrates why it is a key site of struggles between and among nations and various stakeholders. While it considers the narrow issue of the applicability or otherwise of IP law to IKS, this study takes the approach that it is necessary to understand the socio-historical developments that account for the peripheral status of IKS in relation to the dominant western knowledge systems (WKS). A key argument of this study is that the lack of legal protection of IKS is directly connected to their marginal status in social, intellectual, cultural and economic terms arising from the dominance of the predominantly WKS. It is argued that far from being a narrow legalistic debate, the matter of the protection of IKS is a wider socio-cultural, economic and political issue that centres on the power relations between and among people, corporations and states. Through a combination of theoretical and field investigations, the study seeks to explore the factors that account for the marginalisation of IKS generally and IMK systems in particular. The “struggle thesis” demonstrates that from an historical viewpoint knowledge systems are in a state of constant interaction and struggle resulting in problems. The key to resolving the problems is to acknowledge difference and accept the legitimacy and validity of different knowledge systems and to democratise the regime of knowledge protection both nationally and globally. It proposes that solutions lie in not only reconstructing the legal architecture but also in ensuring that the social, economic and political structures are reconstructed to safeguard and nurture the IKS. The study investigates the needs and expectations of the indigenous communities including their rationale for the protection of their knowledge systems. Finally, it also contributes to the development of indigenous research methodologies.
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Nel, Philip J. "Indigenous knowledge systems and language practice : interface of a knowledge discourse." Journal for New Generation Sciences : Socio-constructive language practice : training in the South African context : Special Edition, Vol 6, Issue 3: Central University of Technology, Free State, Bloemfontein, 2008. http://hdl.handle.net/11462/516.

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The paper seeks to engage constructively with the challenges and opportunities Indigenous Knowledge (IK) may offer disciplines in Language Practice. The approach will be contextualized in terms of the theoretical shift in knowledge production and use, as well as the current debate pertaining to the feasibility of the incorporation of IK into curricula. Specific attention will be rendered to topics of Africanizing scholarship, a performance model of knowledge, the socio-cultural embeddedness of language, and brief thoughts on the translation of the oral. These thematic issues are of particular importance to Language Practice, perceived here to be at the gateway between theory of language/communication and receiver communities.
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Robinson, Jocelyne Virginia. "Algonquin Ekwânamo matrix project : "a place to interface", for elders, indigenous scientists/non-indigenous scientists, indigenous knowledge systems and western science systems." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55935.

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This research is consistent with literature that states there are inequities relating to the under-representation of Indigenous students in the subjects of math, science and technology in education as compared to Non-Indigenous people in Canada. The analysis of nine in-depth interviews and the process of documentary explores two questions that this thesis aims to address: From the perspectives and dialogues of three Elders, three Indigenous scientists, and three Non-Indigenous scientists who have contemplated the ways to address the tensions between Indigenous Knowledge Systems and Western Science Systems: What are the educational possibilities, challenges, and benefits of having these systems interface? How can art, technology and dialogue be mediums for exploring the interface between these systems so that Indigenous learners may be motivated to participate in both knowledge systems? An interplay between three theoretical, methodological frameworks of Indigenous Storywork (Archibald, 2008a, 2008b), Irwin in A/r/tography (Irwin & Springgay, 2008), Implicate Order (Bohm, 2007) and through the development of a fourth theoretical, methodological framework the Algonquin Ekwânamo Matrix Project shape this research. Four themes emerged from this analysis: [1] Language and Story as Tools for Critical Thinking [2] Culture and Ecological Mindfulness in Kinships with Nature and All Living Entities [3] Identity and Relevance in Education as Seeing Ourselves in Academia [4] Presence and Wholistic Learning From the Heart. Four A’s Strategies emerged from the in-depth interviews in relation to the four themes that may incite new ways for building complementary relationships in science education: The first is Activating Indigenous and Non-Indigenous Knowledge Encounters Through Dialogue; second is Aligning Indigenous Knowledge Interfaces Through Dialogical Strategies; third is Applying Indigenous Knowledge and Western Science Interfacing Through Co-created Strategies in Bohmian Dialogue and First Nations Circles; and fourth is Anticipating Innovative Knowledge Enhancements through decentralized think tank groups that align with Indigenous culturally competent ways for accessing well being. This research study helped develop the Algonquin Ekwânamo Matrix Project’s theoretical and methodological framework that foreground the need to address the global ecological crisis through meaningful dialogue, respectful relationships and a new science paradigm that reflects wholistically art, science, diverse philosophies and perspectives.
Education, Faculty of
Graduate
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Zinyeka, Gracious. "The epistemological basis of indigenous knowledge systems in science education." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/52979.

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Integration of indigenous knowledge into the school science curricula is useful for pedagogical reasons, particularly for improving learners performance in science. However, the lack of universal and specifically stated epistemology (ies) of indigenous knowledge (IK) is undoubtedly a major challenge for inclusive science-IK curriculum integration. In this study, with the aim to resolve this epistemological challenge, an epistemological framework based on truth theories was developed. Some IK practices were collected and the framework was tested with some science teachers to assess its effectiveness as a tool for identifying IK epistemologies for establishing suitable teaching methods for some specific IK practices. Argumentation was used in conjunction with the epistemological framework in the attempt to enhance teachers logical reasoning skills during focus group discussions. In detail, the study consisted of three parts. The first was an attempt to develop a truth-theory-based-knowledge-framework-for-identifying-epistemology(ies)-of-indigenous-knowledge systems. Desk-top philosophical analysis was undertaken with the aim of developing a framework for analysing and identifying IK epistemologies. Second, some selected local knowledge, technologies and practices from a rural community in Zimbabwe were systematically documented by means of personal observations and interviews with key informants and stakeholders from the participating community. The result was a collection of community-based IK practices that formed a coherent set of knowledge themes on health, agriculture and technology. A preliminary analysis using the framework was done to gain insight into the characteristic features that underpin the scientific way of thinking that manifest themselves in IK practices and would allow for the incorporation of the IK practices. Third, a group of secondary school science teachers used the framework to engage with and explore the ways in which the identified local knowledge and practices might be integrated into school science education in a valid and effective way. The views of the participating teachers on the usefulness and efficacy of the approach were explored. The main findings of the study showed the framework was useful and efficacious in addressing teachers philosophical concerns about the inclusion of IK in the science curriculum, moreover, the framework was useful in developing effective teaching approaches for integrating indigenous knowledge into science education for improved learner performance. IK-science curriculum integration, it is argued, provides contexts that are familiar and relatable to learners, thus those features are likely to enhance interest and improve performance and in turn increase the socio-cultural relevance of science and science education.
Thesis (PhD)--University of Pretoria, 2014.
Science, Mathematics and Technology Education
PhD
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Cambray, Garth Anton. "African mead biotechnology and indigenous knowledge systems in iQhilika process development." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003988.

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While the production of mead, a fermented honey beverage, has declined in popularity around the world in recent centuries, a substantial mead industry continues to exist in Africa with an estimated annual production of 1 to 1.7 billion litres. This is largely an ‘invisible industry’, and has functioned outside the formal economy due to proscription of indigenous beverages during colonial times. The traditional African mead industry is, however, also now under pressure due to the environmental degradation of scarce natural ingredients, urbanisation and loss of indigenous knowledge systems (IKS) and, with time, the beverage will likely follow the declining trend of mead consumption observed elsewhere. An analysis of early reports of African mead production suggested that the Khoi-San, among the earliest inhabitants of the continent, are the originators of the mead making techniques which use fibrous plant materials derived from specific plant species, to facilitate mead fermentation in some way. The Eastern Cape represents a region with a large body of Khoi-San IKS preserved in their descendants among the Afrikaans and Xhosa populations. A survey to establish a baseline of mead-making technology in the Eastern Cape was undertaken, and involved interviewing traditional mead makers across an area of roughly 100 000 km2, showing that the mead, iQhilika(Xhosa) Kari (Khoi-San/Afrikaans), is produced using a very similar process throughout the region. This involves the roots of a Trichodiadema sp. plant (imoela – Xhosa, karimoer – Afrikaans/Khoi-San), honey, extract of brood and/or pollen and water. Various other fruit sugar sources were also found to be added at times producing seasonal beverages with unique organoleptic properties. A model traditional iQhilika production operation was investigated in order to describe the main features of the process. Biomass immobilised on Trichodiadema root segments was found to be distributed evenly through the profile of the bioreactor resulting in a well mixed fermentation and a productivity of 0.74 g EtOH/l/h. In the initial stages of fermentation, the ethanol yield was highest in the mid-regions of the bioreactor, but with time the regions closer to the surface, which had atmospheric contact had a higher yield. This phenomenon was attributed to aerobic fatty acid synthesis which allowed the yeast close to the surface to function more efficiently despite rising ethanol concentrations. The mead contained 44.25 g/l (7 % volume) ethanol produced in a fermentation time of 43.5 h. Yeast biomass in the traditional process was either immobilised in the form of flocs or attached to the Trichodiadema intonsum support. Electron microscopy revealed that the cells were covered in a layer of extra-cellular polymeric substance apparently assisting the immobilization, and which was populated by a consortium of yeasts and bacteria. Yeasts isolated from iQhilika brewed in two regions separated by 350 km were found to be very closely related Saccharomyces cerevisiae strains as determined by molecular genetic analysis. The traditional beverage was found to contain populations of Lactic acid bacteria (LAB), which are known spoilage organisms in other beverages. Spoilage characteristics of these organisms matched descriptions of spoilage provided by the IKS survey. Other possibly beneficial LAB, which may contribute useful flavour compounds, were also found to be present in the system. The basic functional aspects of the traditional process were used to design a continuous bench-scale tower bioreactor and process development was based on the IKS survey. This consisted of a packed bed bioreactor, consisting of 2 mm3 T. intonsum root segments, immobilising a novel Saccharomyces cerevisiae strain isolated from a traditional batch of iQhilika. The bioreactor performed well with a yield of close to the theoretical maximum and an ethanol productivity of 3.45 g EtOH/l/h. The parameters of the 5.6 l/d bench-scale bioreactor were used to design a full-scale production bioreactor with a planned maximum output of 330 l/d. This bioreactor had a productivity of 0.19 g EtOH/l/h. The organoleptic properties of the product produced were considered by a taste panel to be better than those of the product of the bench-scale tower bioreactor. This research was based on the development of IKS which imposed a number of constraints and obligations on the project to ensure environmental, and social, in addition to financial viability of the scale-up operation. Makana Meadery was established in partnership with Rhodes University as an empowerment company which, in addition to undertaking the commercialisation of the iQhilika process, would also develop methods for the production of scarce ingredients traditionally unsustainably sourced from fragile ecosystems, provide beekeeping training and the manufacture of beehives.
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Jacobs, Keith Ronald. "The classroom implementation of indigenous knowledge in the science curriculum by science teachers in the Western Cape province, South Africa." Doctoral thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15553.

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The South African policy document of the Revised National Curriculum Statement (RNCS) for Natural Science (Department of Education, 2002), the National Curriculum Statement (NCS) for Life Science (Department of Education, 2003), and the Curriculum and Assessment Policy Statement (CAPS) for Natural Science and Life Science (Department of Education, 2011) recognises and affirms the critical role of Indigenous Knowledge Systems (IKS) in science education. These policy documents expect the science teachers to integrate indigenous knowledge in their lessons. This study strove to establish how selected high school science teachers in the Western Cape Province responded to the inclusion of indigenous knowledge in their teaching. The present study employed a multi-method approach, involving different research methods used in parallel or sequence but are not integrated until inferences are made (Johnson, Onwuegbuzie & Turner, 2007). This study took place in two main sequential data collection phases, namely, the quantitative data collection phase ((QUAN) and the qualitative data collection phase (qual). This contemporary approach was employed in order to provide credible and trustworthy answers to the following research questions, namely, 1) To what extent are the science teachers in the Western Cape Province integrating scientific and indigenous knowledge, as required by the Department of Education? If not, what are their reasons for this? 2) What are the teachers' views about and understanding of the nature of science and indigenous knowledge as well as their views on how the two worldviews can be integrated in the classroom? 3) How effective was the treatment in enhancing the teachers' ability to integrate science and indigenous knowledge in the classroom? 4) To what extent can the model of Snively and Corsiglia (2001) be useful for measuring change as the teachers implement the integration of indigenous knowledge in the science classroom? For the QUAN phase, the researcher adapted a questionnaire and a new questionnaire, the Nature of Indigenous Knowledge Questionnaire (NOIKQ), was developed. The purpose of this questionnaire was to obtain a detailed description of high schools science teachers' understanding of scientific and indigenous knowledge, as well as the problems the teachers encounter in their implementation of Learning Outcome 3 of Life Sciences and Natural Science. After the pilot study of the questionnaire and subsequent modifications to it, data were collected. Convenience sampling and purposeful sampling characterised the samples of respondents and schools. This sampling strategy ensured a total sample of 370 high school science teachers in 80 public schools, represented by urban and township schools in the Western Cape Province. The results of the QUAN phase indicated that the teachers did not receive training on how to integrate science and indigenous knowledge, and that they did not have sufficient knowledge of indigenous knowledge to teach this aspect confidently to their learners. An inquiry was embarked on in order to train the science teachers in how to integrate indigenous knowledge in the science classrooms. A workshop was chosen as an intervention to improve the teaching skills of the teachers and to develop new methods of teaching. A quasi-experimental design was chosen to establish how effective the intervention was. In this quasi-experimental design, one group of five teachers was assigned to the intervention, whilst the other group of six teachers received no intervention at all. This intervention was based on the model of Snively and Corsiglia (2001) for integrating IK in the science curriculum. These teachers had participated in the survey and were selected for their particular interest in the research study. Classroom observations and three teacher and six learner interviews were used for collecting qualitative data to establish the effectiveness of the intervention. A finding from this study is that the worldviews that the teachers bring into the classroom have implications for approaches they take to include IKS in their lessons. The results of the qualitative phase indicated that, given the teachers background (i.e., cultural, political and social), teachers interpreted and implemented IKS in different ways in the curriculum. The teachers who attended the workshop and were trained to integrate indigenous knowledge in the science curriculum were more confident than those teachers who were not trained to integrate IK in the science curriculum. This increased confidence resulted from the workshop which enhanced the teachers' IK content knowledge and made them less dependent on the learners for examples of IKS. The study offers important implications and recommendations to teachers and policy- makers regarding the implementation of the integration of IKS in the science curriculum, as well as fruitful avenues for further research.
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Monngakgotla, Oabona C. "Policy makers knowledge and practices of intellectual property rights on indigenous knowledge systems in Botswana." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-07222008-123004/.

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Jordaan, Leandra. "Designing and developing a prototype indigenous knowledge database and devising a knowledge management framework." Thesis, Bloemfontein : Central University of Technology, Free State, 2009. http://hdl.handle.net/11462/121.

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Thesis (M. Tech.) - Central University of Technology, Free State, 2009
The purpose of the study was to design and develop a prototype Indigenous Knowledge (IK) database that will be productive within a Knowledge Management (KM) framework specifically focused on IK. The need to develop a prototype IK database that can help standardise the work being done in the field of IK within South Africa has been established in the Indigenous Knowledge Systems (IKS) policy, which stated that “common standards would enable the integration of widely scattered and distributed references on IKS in a retrievable form. This would act as a bridge between indigenous and other knowledge systems” (IKS policy, 2004:33). In particular within the indigenous people’s organizations, holders of IK, whether individually or collectively, have a claim that their knowledge should not be exploited for elitist purposes without direct benefit to their empowerment and the improvement of their livelihoods. Establishing guidelines and a modus operandi (KM framework) are important, especially when working with communities. Researchers go into communities to gather their knowledge and never return to the communities with their results. The communities feel enraged and wronged. Creating an IK network can curb such behaviour or at least inform researchers/organisations that this behaviour is damaging. The importance of IK is that IK provides the basis for problem-solving strategies for local communities, especially the poor, which can help reduce poverty. IK is a key element of the “social capital” of the poor; their main asset to invest in the struggle for survival, to produce food, to provide shelter, or to achieve control of their own lives. It is closely intertwined with their livelihoods. Many aspects of KM and IK were discussed and a feasibility study for a KM framework was conducted to determine if any existing KM frameworks can work in an organisation that works with IK. Other factors that can influence IK are: guidelines for implementing a KM framework, information management, quality management, human factors/capital movement, leading role players in the field of IK, Intellectual Property Rights (IPR), ethics, guidelines for doing fieldwork, and a best plan for implementation. At this point, the focus changes from KM and IK to the prototype IK database and the technical design thereof. The focus is shifted to a more hands-on development by looking at the different data models and their underlying models. A well-designed database facilitates data management and becomes a valuable generator of information. A poorly designed database is likely to become a breeding ground for redundant data. The conceptual design stage used data modelling to create an abstract database structure that represents real-world objects in the most authentic way possible. The tools used to design the database are platform independent software; therefore the design can be implemented on many different platforms. An elementary prototype graphical user interface was designed in order to illustrate the database’s three main functions: adding new members, adding new IK records, and searching the IK database. The IK database design took cognisance of what is currently prevailing in South Africa and the rest of the world with respect to IK and database development. The development of the database was done in such a way as to establish a standard database design for IK systems in South Africa. The goal was to design and develop a database that can be disseminated to researchers/organisations working in the field of IK so that the use of a template database can assist work in the field. Consequently the work in the field will be collected in the same way and based on the same model. At a later stage, the databases could be interlinked and South Africa can have one large knowledge repository for IK.
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Madiba, M., and L. Mphahlele. "Capturing cultural glossaries: Case-study I." Lexikos African Journal, 2003. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1002005.

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Abstract This article is a presentation of a brief cultural glossary of Northern Sotho cooking terms. The glossary is mainly composed of names for utensils and ingredients, and action words for the processes involved in the preparation of cultural dishes. It also contains names of dishes tied to some idiomatic expressions in a way eliciting cultural experiences that can lead to an under-standing of indigenous knowledge systems. The article seeks to explore ways of capturing cultural glossaries to feed into the national dictionary corpora by using a case-study approach to investigate the processes that led to the generation of this specific school-based project. A number of issues that surfaced in this project, can possibly serve as models for the collection of authentic glossaries that can support dictionary making in African languages.
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Mkhwanazi, Mhlonipheni Evans. "The integration of indigenous knowledge systems into the main stream senior phase Natural Science Curriculum at Uthungulu district schools." Thesis, University of Zululand, 2014. http://hdl.handle.net/10530/1475.

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A thesis submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Education in the Department of Maths, Science and Technology Education at the University Of Zululand, South Africa, 2014
There has recently been a renewed interest emanating from the Department of Basic Education in the inclusion of indigenous knowledge in the mainstream science curriculum. The aims and principles of the new curriculum statement seek to realign themselves with those of the Constitution of the Republic, which highlight inclusivity, valuing indigenous knowledge and the environment, and social justice for all. In an attempt to address some of the glaring fundamental oversights in the curriculum statement. To this end, the Department of Basic Education has identified indigenous knowledge that can be integrated into the science curriculum and be taught at school. The challenge that baffles many interested and affected parties in education is the absence of clear guidelines as to what aspect of IK can be integrated into the science classroom, as there was never any curriculum training for teachers in this regard. This study was conducted within the community of Emacekane in the province of KwaZulu-Natal, South Africa, to explore the feasibility of integrating indigenous knowledge within the science curriculum. The following objectives were established to answer the research questions. The first was to determine whether or not IK can be integrated within the science subjects as taught in Empangeni schools. The second was to explore whether or not effective partnerships exist between schools and the surrounding indigenous communities in the development and authentication of IK for the purposes of integration within the school curriculum. The third was to examine the contribution of socio-cultural practices towards the preservation of indigenous knowledge. The results of this study reveal that the Department of Basic Education should invest more resources and underscore the importance of extending thinking about IK-science integration beyond aspects that suit science content, to considering more fruitful and comprehensive methods of teaching and learning science, as well as their relevance to community needs.
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Books on the topic "Indigenous knowledge systems"

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Alexander G. Flor. Ethnovideography: Video-based indigenous knowledge systems. College, Los Baños, Laguna, Philippines: SEAMEO Regional Center for Graduate Study and Research in Agriculture, 2002.

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Janke, Terri. Writing up indigenous research: Authorship, copyright and indigenous knowledge systems. Rosebery, N.S.W: Terri Janke & Company, 2009.

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Janke, Terri. Writing up indigenous research: Authorship, copyright and indigenous knowledge systems. Rosebery, N.S.W: Terri Janke & Company, 2009.

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International Congress of Anthropological and Ethnological Sciences (16th 2009 Kunming Shi, China). Indigenous knowledge systems and common people's rights. Edited by Das Gupta D. 1943-. Jodhpur: AGROBIOS (India), 2009.

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International Congress of Anthropological and Ethnological Sciences (16th 2009 Kunming Shi, China). Indigenous knowledge systems and common people's rights. Edited by Das Gupta D. 1943-. Jodhpur: AGROBIOS (India), 2009.

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International Congress of Anthropological and Ethnological Sciences (16th 2009 Kunming Shi, China). Indigenous knowledge systems and common people's rights. Edited by Das Gupta D. 1943-. Jodhpur: AGROBIOS (India), 2009.

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1943-, Das Gupta D., ed. Indigenous knowledge systems and common people's rights. Jodhpur: Agrobios (India), 2009.

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International Congress of Anthropological and Ethnological Sciences (16th 2009 Kunming Shi, China). Indigenous knowledge systems and common people's rights. Edited by Das Gupta D. 1943-. Jodhpur: AGROBIOS (India), 2009.

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Oloruntoba, Samuel Ojo, Adeshina Afolayan, and Olajumoke Yacob-Haliso, eds. Indigenous Knowledge Systems and Development in Africa. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34304-0.

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Schoenhoff, Doris M. The barefoot expert: The interface of computerized knowledge systems and indigenous knowledge systems. Westport, Conn: Greenwood Press, 1993.

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Book chapters on the topic "Indigenous knowledge systems"

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Khupe, Constance. "Indigenous Knowledge Systems." In Springer Texts in Education, 451–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43620-9_30.

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Whitt, Laurelyn, and David Wade Chambers. "Knowledge Systems of Indigenous America." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 1–24. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-3934-5_9418-2.

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Whitt, Laurelyn, and David Wade Chambers. "Knowledge Systems of Indigenous America." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 2452–71. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_9418.

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Barnhardt, Ray, and Angayuqaq Oscar Kawagley. "Indigenous Knowledge Systems and Education." In Why Do We Educate? Renewing the Conversation, 223–41. Oxford, UK: Blackwell Publishing Ltd., 2009. http://dx.doi.org/10.1002/9781444307214.ch16.

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de Oliveira Andreotti, Vanessa, Carl Mika, Cash Ahenakew, and Hemi Hireme. "Indigenous Knowledge Systems and Anticipation." In Handbook of Anticipation, 1–14. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-31737-3_40-1.

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de Oliveira Andreotti, Vanessa, Carl Mika, Cash Ahenakew, and Hemi Hireme. "Indigenous Knowledge Systems and Anticipation." In Handbook of Anticipation, 393–406. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-91554-8_40.

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Brearley, Laura, and Treahna Hamm. "Spaces Between Indigenous and Non-Indigenous Knowledge Systems." In Of Other Thoughts: Non-Traditional Ways to the Doctorate, 259–78. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-317-1_22.

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Jena, Mihir K., and Klaus Theo Seeland. "Knowledge Systems: Indigenous Knowledge of Trees and Forests." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 1–7. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-3934-5_8650-2.

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Jena, Mihir K., and Klaus Theo Seeland. "Knowledge Systems: Indigenous Knowledge of Trees and Forests." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 2489–95. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_8650.

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Shizha, Edward. "Indigenous Knowledge Systems and the Curriculum." In African Indigenous Knowledge and the Disciplines, 113–29. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-770-4_11.

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Conference papers on the topic "Indigenous knowledge systems"

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Yulianti, Lenny Putri, and Kridanto Surendro. "Ontology Model for Indigenous Knowledge." In 2018 International Conference on Information Technology Systems and Innovation (ICITSI). IEEE, 2018. http://dx.doi.org/10.1109/icitsi.2018.8695925.

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Awori, Kagonya, Frank Vetere, and Wally Smith. "Transnationalism, Indigenous Knowledge and Technology." In CHI '15: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2702123.2702488.

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Singh, Rajendra. "The Indigenous Knowledge Systems of Water Management in India." In Integrated and Sustainable Water Management: Science and Technology. Geological Society of India, 2016. http://dx.doi.org/10.17491/cgsi/2016/95943.

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Yulianti, Lenny Putri, and Kridanto Surendro. "The Exploration of Indigenous Knowledge Representation for Local Medicine." In 2020 International Conference on Information Technology Systems and Innovation (ICITSI). IEEE, 2020. http://dx.doi.org/10.1109/icitsi50517.2020.9264951.

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Trimmer, Ken, and Nilmini Wickramasinghe. "Introduction to Cultural/Indigenous Knowledge Impacts on Knowledge Systems, an Intersection of Beliefs Minitrack." In 2013 46th Hawaii International Conference on System Sciences (HICSS). IEEE, 2013. http://dx.doi.org/10.1109/hicss.2013.293.

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Mangare, Catherine Francis, and Jie Li. "A Survey on Indigenous Knowledge Systems Databases for African Traditional Medicines." In the 2018 7th International Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3239264.3239266.

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Croasdell, David, and Nilmini Wickramasinghe. "Introduction to the Minitrack on Cultural/Indigenous Knowledge Impacts on Knowledge Systems, an Intersection of Beliefs." In 2014 47th Hawaii International Conference on System Sciences (HICSS). IEEE, 2014. http://dx.doi.org/10.1109/hicss.2014.416.

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Noprisson, Handrie, Erzi Hidayat, and Nuralamsah Zulkarnaim. "A preliminary study of modelling interconnected systems initiatives for preserving indigenous knowledge in Indonesia." In 2015 International Conference on Information Technology Systems and Innovation (ICITSI). IEEE, 2015. http://dx.doi.org/10.1109/icitsi.2015.7437730.

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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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Abstract:
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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Akanbi, Adeyinka K., and Muthoni Masinde. "Towards the Development of a Rule-Based Drought Early Warning Expert Systems Using Indigenous Knowledge." In 2018 International Conference on Advances in Big Data, Computing and Data Communication Systems (icABCD). IEEE, 2018. http://dx.doi.org/10.1109/icabcd.2018.8465465.

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Reports on the topic "Indigenous knowledge systems"

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Brophy, Kenny, and Alison Sheridan, eds. Neolithic Scotland: ScARF Panel Report. Society of Antiquaries of Scotland, June 2012. http://dx.doi.org/10.9750/scarf.06.2012.196.

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The main recommendations of the Panel report can be summarised as follows: The Overall Picture: more needs to be understood about the process of acculturation of indigenous communities; about the Atlantic, Breton strand of Neolithisation; about the ‘how and why’ of the spread of Grooved Ware use and its associated practices and traditions; and about reactions to Continental Beaker novelties which appeared from the 25th century. The Detailed Picture: Our understanding of developments in different parts of Scotland is very uneven, with Shetland and the north-west mainland being in particular need of targeted research. Also, here and elsewhere in Scotland, the chronology of developments needs to be clarified, especially as regards developments in the Hebrides. Lifeways and Lifestyles: Research needs to be directed towards filling the substantial gaps in our understanding of: i) subsistence strategies; ii) landscape use (including issues of population size and distribution); iii) environmental change and its consequences – and in particular issues of sea level rise, peat formation and woodland regeneration; and iv) the nature and organisation of the places where people lived; and to track changes over time in all of these. Material Culture and Use of Resources: In addition to fine-tuning our characterisation of material culture and resource use (and its changes over the course of the Neolithic), we need to apply a wider range of analytical approaches in order to discover more about manufacture and use.Some basic questions still need to be addressed (e.g. the chronology of felsite use in Shetland; what kind of pottery was in use, c 3000–2500, in areas where Grooved Ware was not used, etc.) and are outlined in the relevant section of the document. Our knowledge of organic artefacts is very limited, so research in waterlogged contexts is desirable. Identity, Society, Belief Systems: Basic questions about the organisation of society need to be addressed: are we dealing with communities that started out as egalitarian, but (in some regions) became socially differentiated? Can we identify acculturated indigenous people? How much mobility, and what kind of mobility, was there at different times during the Neolithic? And our chronology of certain monument types and key sites (including the Ring of Brodgar, despite its recent excavation) requires to be clarified, especially since we now know that certain types of monument (including Clava cairns) were not built during the Neolithic. The way in which certain types of site (e.g. large palisaded enclosures) were used remains to be clarified. Research and methodological issues: There is still much ignorance of the results of past and current research, so more effective means of dissemination are required. Basic inventory information (e.g. the Scottish Human Remains Database) needs to be compiled, and Canmore and museum database information needs to be updated and expanded – and, where not already available online, placed online, preferably with a Scottish Neolithic e-hub that directs the enquirer to all the available sources of information. The Historic Scotland on-line radiocarbon date inventory needs to be resurrected and kept up to date. Under-used resources, including the rich aerial photography archive in the NMRS, need to have their potential fully exploited. Multi-disciplinary, collaborative research (and the application of GIS modelling to spatial data in order to process the results) is vital if we are to escape from the current ‘silo’ approach and address key research questions from a range of perspectives; and awareness of relevant research outside Scotland is essential if we are to avoid reinventing the wheel. Our perspective needs to encompass multi-scale approaches, so that ScARF Neolithic Panel Report iv developments within Scotland can be understood at a local, regional and wider level. Most importantly, the right questions need to be framed, and the right research strategies need to be developed, in order to extract the maximum amount of information about the Scottish Neolithic.
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