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Journal articles on the topic 'Indigenous knowledge'

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Published: 4 June 2021
Last updated: 30 July 2024

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1

Findlay, Alyssa. "Indigenous knowledge." Nature Climate Change 11, no. 7 (July 2021): 559. http://dx.doi.org/10.1038/s41558-021-01093-8.

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2

Bergström, Johanna. "Whose Knowledge Counts? The Struggle to Revitalise Indigenous Knowledges in Guatemala." Sustainability 13, no. 21 (October 20, 2021): 11589. http://dx.doi.org/10.3390/su132111589.

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This paper investigates the role of indigenous knowledge in relation to ideas of sustainability focusing on Guatemala. Previous research on environmental engagement and public understanding of science demonstrates the importance of including different perspectives, including traditional forms of knowledges such as for example indigenous knowledges. Environmental governance and management are areas in which indigenous peoples strive towards an acceptance of indigenous knowledge to be placed next to Western scientific knowledge. The struggle concerns the management and control of indigenous territories, but it also concerns the dismantling of a hierarchical understanding of knowledge, which lessens indigenous knowledge about ecosystems and about how to create a good life. Through the revitalization of indigenous knowledge and traditional practices, indigenous communities develop ideas and establishments to find paths towards socioecological balance. This paper studies indigenous groups’ understandings of indigenous knowledge, their struggle to revitalise knowledge and their efforts for it to become validated. It uses decolonial theory in its analysis and raises questions of power structures and hierarchies within academia.
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3

Recht, Jo. "Hearing Indigenous Voices, Protecting Indigenous Knowledge." International Journal of Cultural Property 16, no. 3 (August 2009): 233–54. http://dx.doi.org/10.1017/s0940739109990166.

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AbstractIn a rapidly globalizing world, indigenous knowledge is in mortal danger, and it will require new forms of intellectual property protection to save it. There are fundamental incongruities between Western intellectual property law and indigenous knowledge that prevent the current international intellectual property framework from fully comprehending or addressing the contexts and needs of indigenous knowledge. This article will review the history of international and regional initiatives to develop protection for indigenous knowledge. It will consider the geopolitical context that has informed discussions about protecting the intangible wealth of indigenous peoples, including the recent addition of articulate and impassioned indigenous voices to the conversation. Finally, this article will discuss some of the concerns that have been raised about subjecting indigenous knowledge to a system of formal legal regulation.
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4

Smylie, Janet, Carmel Mary Martin, Nili Kaplan-Myrth, Leah Steele, Caroline Tait, and William Hogg. "Knowledge translation and indigenous knowledge." International Journal of Circumpolar Health 63, sup2 (September 2004): 139–43. http://dx.doi.org/10.3402/ijch.v63i0.17877.

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5

Mishler, Craig. "Indigenous Knowledge Helps." Anthropology News 43, no. 4 (April 2002): 20. http://dx.doi.org/10.1111/an.2002.43.4.20.2.

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6

Agrawal, Arun. "Why “indigenous” knowledge?" Journal of the Royal Society of New Zealand 39, no. 4 (December 2009): 157–58. http://dx.doi.org/10.1080/03014220909510569.

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7

Wilson, Angela Cavender. "Introduction: Indigenous Knowledge Recovery Is Indigenous Empowerment." American Indian Quarterly 28, no. 3 (2004): 359–72. http://dx.doi.org/10.1353/aiq.2004.0111.

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8

Capel, Celine. "Mindfulness, indigenous knowledge, indigenous innovations and entrepreneurship." Journal of Research in Marketing and Entrepreneurship 16, no. 1 (July 8, 2014): 63–83. http://dx.doi.org/10.1108/jrme-10-2013-0031.

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Purpose – This paper aims to highlight the role of mindfulness in the development of indigenous knowledge (IK), indigenous innovations and entrepreneurship or new entry. Design/methodology/approach – Through an extensive analysis of extant mindfulness and indigenous entrepreneurship literatures, the paper argues for the facilitating role of individual mindfulness in IK, indigenous innovations and entrepreneurship and generates several propositions as a result. Findings – The paper argues that mindfulness encourages the appreciation of other forms of knowledge and practices distinct from the more prevalent Western forms, and by so doing, promotes indigenous innovation and indigenous entrepreneurship (or indigenous new entry or new business venture). Research limitations/implications – It is reasoned that indigenous communities around the world have rich experiences and accumulated knowledge that have enabled them develop explanations of their environments and economic development and sustainability, and by recognizing and valuing such knowledge and experiences, mindfulness facilitates innovations and entrepreneurship. Social implications – The facilitating role of IK in developing indigenous innovations and indigenous entrepreneurship is clearly evident, at least in indigenous societies; however, researchers are yet to recognise and explore this dynamics as deserved. Mindfulness not only opens up the mindset of researchers to further explore this phenomenon but also helps society to recognise the contributions and value of IK. Originality/value – This work is a pioneer in the effort to integrate mindfulness concept into the indigenous entrepreneurship research. By using mindfulness lens to view the relationship between IK, indigenous innovations and entrepreneurship, the study locates mindfulness as both antecedent to and moderator of these relationships.
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9

Joranson, Kate. "Indigenous knowledge and the knowledge commons." International Information & Library Review 40, no. 1 (March 2008): 64–72. http://dx.doi.org/10.1080/10572317.2008.10762763.

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10

Germida, James J., Jules M. Blais, Suzanne Kettley, and Judy Busnarda. "Community-based Indigenous knowledge." FACETS 6 (January 1, 2021): 837–38. http://dx.doi.org/10.1139/facets-2021-0043.

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11

Sillitoe, Paul. "Indigenous Knowledge in Development." Anthropology in Action 13, no. 3 (January 1, 2006): 1–12. http://dx.doi.org/10.3167/aia.2006.130302.

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12

GREEN, EDWARD C. "Indigenous Knowledge For Development." Anthropology News 40, no. 7 (October 1999): 20. http://dx.doi.org/10.1111/an.1999.40.7.20.

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13

Barsh, Russel Lawrence. "Who Steals Indigenous Knowledge?" Proceedings of the ASIL Annual Meeting 95 (2001): 153–61. http://dx.doi.org/10.1017/s0272503700056834.

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14

Pilot, Jacob. "Developing Indigenous Knowledge Centres." Australian Academic & Research Libraries 36, no. 2 (January 2005): 37–43. http://dx.doi.org/10.1080/00048623.2005.10721247.

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15

Thorpe, Kirsten. "Indigenous Knowledge and Archives." Australian Academic & Research Libraries 36, no. 2 (January 2005): 179–84. http://dx.doi.org/10.1080/00048623.2005.10721258.

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16

Roberto Dr. Cintli Rodriguez. "Arizona Criminalizes Indigenous Knowledge." Wicazo Sa Review 28, no. 1 (2013): 23. http://dx.doi.org/10.5749/wicazosareview.28.1.0023.

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17

Pennacchio, Marcello, and Emilio L. Ghisalberti. "Indigenous knowledge and pharmaceuticals." Journal of Australian Studies 24, no. 64 (January 2000): 173–75. http://dx.doi.org/10.1080/14443050009387569.

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18

Reyes-García, Victoria, and Petra Benyei. "Indigenous knowledge for conservation." Nature Sustainability 2, no. 8 (July 8, 2019): 657–58. http://dx.doi.org/10.1038/s41893-019-0341-z.

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19

Parmar, Muskan. "Interdisciplinarity and Indigenous Knowledge." Edumania-An International Multidisciplinary Journal 02, no. 03 (July 1, 2024): 208–15. http://dx.doi.org/10.59231/edumania/9068.

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This research paper, entitled “Interdisciplinarity and Indigenous Knowledge,” explores deeply how numerous fields of social science are increasingly working together to address complex societal issues. Unravelling the historical trajectory of interdisciplinarity, the study clarifies its foundations and rising significance. The central focus of the investigation lies in unravelling the symbiotic relationship between interdisciplinarity and Indigenous Knowledge (IK). The first section walks over the evolution of interdisciplinarity across time, highlighting its origins and changing significance. The paper then clarifies several aspects of indigenous knowledge by examining its significance, consequences, and contemporary debates The research attempts to better our comprehension of how multidisciplinary techniques in the social sciences interact with Indigenous Knowledge and contribute to its richness by amalgamating different fields.
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20

Giri, Digbijoy. "Indigenous Knowledge and Tribal Worldview on Forest." Indian Journal of Research in Anthropology 9, no. 2 (December 15, 2023): 89–98. http://dx.doi.org/10.21088/ijra.2454.9118.9223.5.

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This durable ethnographic study explores the Indigenous knowledge of the local landscape of the Juang one of the Particular Vulnerable Tribal Groups (PVTGs) of Odisha. Following an ethno-ecology method supported by the case study method, an attempt has been made to highlight the emic view of the tribal people based on their knowledge and worldview. All parts of their natural environment, like hills, streams, forests, vegetation soil type etc. are integral parts of their cultural ambience. Classifying the resources found within their lives and livelihood activities incorporates the bio-physical tenets that include the use, composition, position, and size of the objects and belief system as an inseparable part of their culture. Explanations attributed to naming the natural objects and material goods reveal that with the change in contents due to internal demands and/or external interventions, the context of livelihood changes however, even with the decline of biodiversity, the traditional knowledge remains unchanged.
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21

Prabha, D. "Indigenous Knowledge Management vs Adam’s Knowledge Management." Acta Scientific Agriculture 5, no. 4 (March 11, 2021): 44–45. http://dx.doi.org/10.31080/asag.2021.05.0968.

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22

Durie, Mason. "Indigenous Knowledge Within a Global Knowledge System." Higher Education Policy 18, no. 3 (August 31, 2005): 301–12. http://dx.doi.org/10.1057/palgrave.hep.8300092.

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23

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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24

Ushada, Mirwan, and Tsuyoshi Okayama. "Kansei Engineering for Quantification of Indigenous Knowledges in Agro-industrial Technology." KnE Life Sciences 3, no. 3 (January 1, 2016): 72. http://dx.doi.org/10.18502/kls.v3i3.380.

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<p>The term of indigenous knowledge refers to specific local knowledge in consumer/user which should be incorporated by agro-industry to compete in a globalized worlds. This research highlighted Kansei Engineering as a potential approach to quantify indigenous knowledge in agro-industrial technology. The research objectives were: 1) To review the quantification tools of indigenous knowledges in agro-industrial technology using Kansei Engineering; 2) To characterize indigenous knowledges in Indonesian agro-industry. Case study was demonstrated in Indonesian food product, services and ergonomic technology. Quantification was characterized using widely developed quantification tools for indigenous knowledges. The research results concluded some indigenous knowledges which could be incorporated in indigenous knowledge-based innovations. </p><p><strong>Keywords</strong>: Agro-industry, Ergonomic technology, Product, Services, Technical parameters</p>
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25

Degai, Tatiana, Andrey N. Petrov, Renuka Badhe, Parnuna P. Egede Dahl, Nina Döring, Stephan Dudeck, Thora M. Herrmann, et al. "Shaping Arctic’s Tomorrow through Indigenous Knowledge Engagement and Knowledge Co-Production." Sustainability 14, no. 3 (January 25, 2022): 1331. http://dx.doi.org/10.3390/su14031331.

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This perspective presents a statement of the 10th International Congress of Arctic Social Sciences Indigenous Knowledge and knowledge co-production panel and discussion group, 20 July 2021. The statement is designed to serve as a characterization of the state-of-the-art and guidance for further advancement of Indigenous Knowledge and knowledge co-production in the Arctic. It identifies existing challenges and provides specific recommendations for researchers, Indigenous communities, and funding agencies on meaningful recognition and engagement of Indigenous Knowledge systems.
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26

Kelly, Vicki, and Paula Rosehart. "The Role of Indigenous Knowledge Practices Within Transformative Reconciliation." Journal of the Canadian Association for Curriculum Studies 18, no. 1 (July 1, 2020): 77–78. http://dx.doi.org/10.25071/1916-4467.40572.

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This métissage explores scholarly relations among local Indigenous communities, school districts, teacher-learners and Simon Fraser University’s graduate diploma program titled Indigenous Education: Education for Reconciliation. Through our collective attending to the role of Indigenous knowledge practices and making within transformative reconciliation, a powerful resurgence of Indigenous ways of knowing and being emerged. This resurgence came about through participatory pedagogies of making and through the sharing of Indigenous knowledges, cultural practices, ceremony and language revitalization. The focus on Indigenous knowledge practices, circle processes and artmaking, as well as Indigenous worldviews, knowledges and perspectives, provided an enactment of rigorous resurgence and transformative reconciliation (Ash et al., 2018). Opportunities to be involved in Indigenous making and land practice with Indigenous Knowledge Holders provided occasions for teacher-learners to embody and embed Indigenous pedagogies and “two-eyed seeing” (Bartlett et al., 2012) within their educational practice. Throughout the program, teacher-learners were invited into Indigenous making, creative and critical conversations, exploring circle pedagogies, participatory processes, place-based explorations and intercultural dialogues with Indigenous Knowledge Holders and Elders. The teachers acknowledged and experienced Indigenous protocols and ceremonies, and they actively explored Indigenous teachings through Indigenous participatory pedagogies. An emphasis was placed on creating authentic Indigenous-learning pathways and to do so in relation to knowledge practices within a particular place, peoples and their unique cultural ecology. This Indigenous Métissage (Donald, 2012) weaves together narrative threads into a story of collaboration between teacher-learners and Knowledge Holders. They stand as a family stands, together to share and give witness to the profound learnings that have emerged from the journey.
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27

Onwuegbuzie, Henrietta. "The Role of Diaspora in Disseminating Indigenous Knowledge Entrepreneurship." JOURNAL OF INTERNATIONAL BUSINESS RESEARCH AND MARKETING 2, no. 4 (2017): 20–24. http://dx.doi.org/10.18775/jibrm.1849-8558.2015.24.3003.

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Indigenous Knowledge has proven to be very useful in solving many problems faced in modern society; yet, this body of knowledge is under-recognised, and consequently fast-disappearing. This paper presents an objective review of indigenous knowledge amidst the practices of modern society. It begins by providing a detailed exegesis of the concept of indigenous knowledge. It further builds on this base in making comparisons between the qualities and features of indigenous solutions, and those from modern-day technology. With quick examples, these comparisons show the relative advantages of each one, with special attention to many dimensions in which indigenous solutions excel modern solutions. The underlying principles that make indigenous knowledge so valuable are also discussed with a view to eliciting best practices for immediate use (especially by practitioners, policy makers, and development workers) in the modern society. Finally, in order to spread the benefits and increase the imprints of indigenous knowledge, propositions are made on the roles of diaspora communities in preserving and propagating indigenous solutions, especially the ones native to them.
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28

Janke, Terri. "Managing Indigenous Knowledge and Indigenous Cultural and Intellectual Property." Australian Academic & Research Libraries 36, no. 2 (January 2005): 95–107. http://dx.doi.org/10.1080/00048623.2005.10721251.

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29

Basuki, Fibrika Rahmat, Jufrida Jufrida, Wawan Kurniawan, and Irma Fadilah. "Ethnophysics: Reconstruction Indigenous Knowledge into Scientific Knowledge in The Brick Making Proces." JURNAL PENDIDIKAN SAINS (JPS) 11, no. 1 (March 23, 2023): 21. http://dx.doi.org/10.26714/jps.11.1.2023.21-31.

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Ethnophysics is a branch of ethnoscience that studies indigenous knowledge to be reconstructed into physical concepts. Indigenous knowledge about the brick-making process was obtained based on experience passed down from generation to generation. This study aims to reconstruct the indigenous knowledge about the brick-making process into scientific knowledge (physics). This study was a descriptive qualitative using an ethnography approach. The subject of this research was three brick craftsmen. The research was conducted in Setiti Village, Muaro Jambi Regency. Observations were carried out to collect data about tools and materials as well as the stages of the brick-making process. Interviews were conducted with brick craftsmen to collect data about the indigenous knowledge of the brick-making process. Indigenous knowledge about making-brick process was analyzed and reconstructed into scientific concepts. The brick-making process consisted of mixing clay, molding, drying in the sun, and burning at high temperatures. The identified physics concepts were a simple machine, pressure, soil, measurement, circular motion, work and energy, temperature, and heat. Indigenous knowledge about making-brick process can be integrated into physics learning at school.
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30

Christie, Michael. "Transdisciplinary Research and Aboriginal Knowledge." Australian Journal of Indigenous Education 35 (2006): 78–89. http://dx.doi.org/10.1017/s1326011100004191.

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AbstractIndigenous academic researchers are involved in Indigenist, interdisciplinary and transdisciplinary research, all of which present problems and opportunities for Indigenous knowledge traditions. Transdisciplinary research is different from interdisciplinary research because it moves beyond the disciplinarity of the university and takes into account knowledge practices which the university will never fully understand. Indigenous knowledge traditions resist definition from a Western academic perspective - there are Indigenous knowledge practices which will never engage with the academy, just as there are some branches of the academy which will never acknowledge Indigenous knowledge practices. In this paper I present the story of my own non-Indigenous perspective on Indigenous research and what happens to it in a university. I am not concerned here with the knowledge production work Aboriginal people do in their own ways and contexts for their own purposes, but rather turn my attention to some of the issues which emerge when transdisciplinary research practice involves Australian Indigenous communities.
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31

Harris, Holly. "Environmental Knowledge: Indigenous and Exogenous." Anthropology Today 13, no. 4 (August 1997): 20. http://dx.doi.org/10.2307/2783426.

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32

Arghya, Arpita, and Venkataram Mysore. "Hair oils: Indigenous knowledge revisited." International Journal of Trichology 14, no. 3 (2022): 84. http://dx.doi.org/10.4103/ijt.ijt_189_20.

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33

Barnhardt, Ray, and Angayuqaq Oscar Kawagley. "Indigenous Knowledge Systems and Education." Teachers College Record: The Voice of Scholarship in Education 110, no. 13 (April 2008): 223–41. http://dx.doi.org/10.1177/016146810811001318.

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34

Dhal, Sunita. "Indigenous Agricultural Knowledge and Innovation." International Journal of Information Systems and Social Change 4, no. 3 (July 2013): 57–71. http://dx.doi.org/10.4018/jissc.2013070104.

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Study of indigenous knowledge has been a challenge, as it demands cross-cultural and inter-disciplinary understanding. Of late, contribution of IK to conservation of resources and solution science has been realised by academia and policy-makers, which is expanding the frontiers of knowledge use for innovation. Interface between science and indigenous knowledge system (IKS) is increasingly observed in the field of agriculture, simultaneously putting emphasis on knowledge transformation at institutional level. With this central argument, the paper discusses essentialities of IK as socio-cultural base of agricultural innovation. Indigenous knowledge’s engagement with innovation reflects the nature of preservation of IK within the discourse of technology transfer. Findings of the study suggest that empowerment of agricultural extension units is essential for preservation of knowledge and to facilitate reproduction of appropriate knowledge.
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35

Andrae-Marobela, Kerstin, Harriet Okatch, Audrey Masizana-Katongo, Barbara N. Ngwenya, and Keitseng N. Monyatsi. "The Dialectics of Indigenous Knowledge." AlterNative: An International Journal of Indigenous Peoples 8, no. 2 (June 2012): 148–62. http://dx.doi.org/10.1177/117718011200800204.

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36

Bar-On, Arnon. "Indigenous knowledge: Ends or means?" International Social Work 58, no. 6 (March 24, 2014): 780–89. http://dx.doi.org/10.1177/0020872813508574.

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37

Mistry, J., and A. Berardi. "Bridging indigenous and scientific knowledge." Science 352, no. 6291 (June 9, 2016): 1274–75. http://dx.doi.org/10.1126/science.aaf1160.

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38

Tangihaere, Tracey Mihinoa, and Linda Twiname. "Providing Space for Indigenous Knowledge." Journal of Management Education 35, no. 1 (January 7, 2011): 102–18. http://dx.doi.org/10.1177/1052562910387890.

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39

Heyd, Thomas. "Indigenous knowledge, emancipation and Alienation." Knowledge and Policy 8, no. 1 (March 1995): 63–73. http://dx.doi.org/10.1007/bf02698557.

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40

Horsthemke, Kai. "The Idea of Indigenous Knowledge." Archaeologies 4, no. 1 (April 2008): 129–43. http://dx.doi.org/10.1007/s11759-008-9058-8.

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41

Aikenhead, Glen S., and Masakata Ogawa. "Indigenous knowledge and science revisited." Cultural Studies of Science Education 2, no. 3 (August 23, 2007): 539–620. http://dx.doi.org/10.1007/s11422-007-9067-8.

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42

Langton, Marcia, and Zane Ma Rhea. "Traditional Indigenous Biodiversity-related Knowledge." Australian Academic & Research Libraries 36, no. 2 (January 2005): 45–69. http://dx.doi.org/10.1080/00048623.2005.10721248.

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43

Agrawal, Arun. "The Politics of Indigenous Knowledge." Australian Academic & Research Libraries 36, no. 2 (January 2005): 71–81. http://dx.doi.org/10.1080/00048623.2005.10721249.

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44

Green, Lesley Fordred, David R. Green, and Eduardo Góes Neves. "Indigenous Knowledge and Archaeological Science." Journal of Social Archaeology 3, no. 3 (October 2003): 366–98. http://dx.doi.org/10.1177/14696053030033005.

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45

Firth, Niall. "Tablet PCs preserve indigenous knowledge." New Scientist 214, no. 2869 (June 2012): 21. http://dx.doi.org/10.1016/s0262-4079(12)61541-3.

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46

Roopnaraine, Terry. "Indigenous Knowledge, Biodiversity and Rights." Anthropology Today 14, no. 3 (June 1998): 16. http://dx.doi.org/10.2307/2783052.

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47

Sillitoe, Paul. "The Development of Indigenous Knowledge." Current Anthropology 39, no. 2 (April 1998): 223–52. http://dx.doi.org/10.1086/204722.

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48

Brouwer, Jan. "On Indigenous Knowledge and Development." Current Anthropology 39, no. 3 (June 1998): 351. http://dx.doi.org/10.1086/204739.

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49

Mohanty, Jyotsna. "Changing Scenario of Indigenous Knowledge." Oriental Anthropologist: A Bi-annual International Journal of the Science of Man 10, no. 2 (December 2010): 221–34. http://dx.doi.org/10.1177/0976343020100207.

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50

Black, Amanda, and Jason M. Tylianakis. "Teach Indigenous knowledge alongside science." Science 383, no. 6683 (February 9, 2024): 592–94. http://dx.doi.org/10.1126/science.adi9606.

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