Rozprawy doktorskie na temat „Indigenous knowledge”
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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/.
Pełny tekst źródłaMoors, Allan D. "An indigenous knowledge garden, an urban teaching garden for the preservation of indigenous environmental knowledge". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0004/MQ41665.pdf.
Pełny tekst źródłaNjiraine, Dorothy Muthoni. "Mapping and auditing indigenous knowledge and its management environment: a comparative study of Kenya and South Africa". Thesis, University of Zululand, 2012. http://hdl.handle.net/10530/1062.
Pełny tekst źródłaKnowledge management (KM) is increasingly popularized in various societies, organizations and governments because of its confirmed importance in fostering knowledge creation, codification and transfer, and development of knowledge capital capability. Indigenous knowledge (IK), which forms part of KM, is also generally thought to have crucial functions and importance in the knowledge management process (creation or production, storage, processing or codification, transfer and utilization) and should therefore receive significant attention. The aim and objectives of the study was to map and audit the current IK environment and practices in Kenya and South Africa with specific attention to identifying the IK policies and legislation in place, exploring and analyzing the IK governance structures, examining the IK centres and systems in terms of their roles, identifying what IK programmes and activities are in existence and when are they held, determining the status, trends and types of IK research. The study used the survey method. The study was conducted in two countries, i.e. Kenya and South Africa, but was not defined geographically. It was restricted to the capital cities of Nairobi in Kenya and Pretoria in South Africa, which house the administrative governments of the two countries. Since the population of this study consisted of organizations, institutions, databases and activities, and because it was impractical to collect data from them all, the population was narrowed down to a representation or sample of the population. Non-probability sampling techniques were used to create a sampling frame through cluster and multi-stage sampling. Purposive sampling technique was applied to select centres and activities from the Ministry of Culture, Sports and Gender in Kenya and South Africa that deal with IK. Both snowball sampling and purposive sampling were applied to select the key informants who headed the various IK Departments of Science and Technology in South Africa and the Department of Culture in Kenya. This resulted in a fair representation of the cultural diversity of the two countries and the various levels of knowledge, management and development of the personnel. A sample size of twenty organizations, 13 from Kenya and 7 from South Africa, was selected for this study. The sample size was different for the two countries because of the different management systems and the use of the snowball sampling technique to select xiv informants. The key informants (senior management positions within organizations) in many cases consisted of more than one person per organization. Research instruments consisted of field visits, interview guides, observation, and a document review/ critical literature review. The study used detailed interview guides with both structured and unstructured questions as the main research instrument. This was used to obtain both quantitative and qualitative data. A pilot study was carried out to test and verify the research instruments. This was done through the Department of Culture in Kenya. The study found that both Kenya and South Africa have active IK policies and management in place to ensure its sustainability. A defined institutional framework is vital for the effective management of IK. A case in point is the existence of the South African National Indigenous Knowledge Systems Office (NIKSO) under the Department of Science and Technology (DST). The functions and rationale for NIKSO are stipulated in South Africa‘s IK Policy. However, such a mechanism does not seem to exist in Kenya, especially because of the nomadic nature of the Department of Culture. Ministries that housed the department include the Ministries of Culture and Social Services, Women and Youth, Home Affairs, and National Heritage, among others. The presence of the various IK-related policy initiatives by different institutions within the same government points to lack of coordination, especially in Kenya. Examples of such duplicated initiatives include the National Policy on Culture of the Republic of Kenya, Ministry of Gender, Sports, Culture and Social Services, and the development of laws for the protection of traditional knowledge, genetic resources and folklore by the Office of the Attorney General. The importance of IK cannot be stressed enough. According to WHO, countries in Africa, Asia and Latin America use traditional medicine to help meet some of their primary healthcare needs. In Africa, up to 80 % of the population uses traditional medicine for primary healthcare. This clearly indicates that unless measures for the protection of IK are beefed up, then the Access and Benefit-Sharing (ABS) of indigenous knowledge may never be realized. Based on the study‘s findings, this study recommends an IK awareness program or campaign that targets those charged with the management of IK as well as the citizenry of the two countries. There should be heightened efforts to create an independent department in a vibrant ministry that deals with IK to ensure that indigenous knowledge is put to the best possible use. Further research should be done in order to find ways in which indigenous knowledge can blend with modern technology to solve current problems. Academic institutions need to play a more proactive role in promoting IK in Kenya. IK programmes and activities should also focus on all features and aspects of IK rather than capitalize on culture only.
University of Nairobi
Eades, Gwilym. "Geoweb: indigenous mapping of intergenerational knowledge". Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97082.
Pełny tekst źródłaCette thèse examinent la transmission de connaissance intergénérationnelles et culturelles de la réserve des Cris habitant l'est de la Baie James. La technologie géospatiale et la connaissance des Cris sont explorées, avec une emphase sur le Géoweb. Un Géoweb divisé en deux, ancien et nouveau, est théorisé comme étant compatible avec les intérêts des Cris au niveau de l'analyse du paysage. L'échelle de connaissances locale et traditionnelle ressort comme une pièce primordiale pour l'analyse de la création et de la transmission des connaissances hybrides sur le Géoweb. L'hypothèse supporte que le mème est un mécanisme viable et valable (réplication) pour transmettre les connaissances intergénérationnelles autochtones sur le Géoweb. L'affirmation que le Géoweb sera l'outil principal pour la protection et la réplication de mèmes de lieu est aussi bien supporté. Les preuves de ces allégations proviennent de l'examen traditionnel et local des densités toponymiques et des données qualitatives révélant à la fois la capacité et la volonté, historiquement et actuellement, d'utiliser la cartographie Géoweb pour la préservation et la transmission des connaissances locales et traditionnelles.
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.
Pełny tekst źródłaThe 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.
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.
Pełny tekst źródłaSubmitted 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).
Loggenberg, Ernest Wilfred. "Teaching and learning electrostatics using everyday knowledge, indigenous knowledge and scientific argumentation". Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1008412.
Pełny tekst źródłaBjoernsen, Gurung Astrid Björnsen Gurung Astrid. "Indigenous knowledge of storage pest management in Nepal /". [Zürich] : [s.n.], 2002. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=14784.
Pełny tekst źródłaStewart, Patrick Robert Reid. "Indigenous architecture through indigenous knowledge : dim sagalts’apkw nisiḿ [together we will build a village]". Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52998.
Pełny tekst źródłaGraduate and Postdoctoral Studies
Graduate
Desta, Amare. "Comprehending indigenous knowledge : an ethnographic study of knowledge processes within natural resource management". Thesis, London School of Economics and Political Science (University of London), 2009. http://etheses.lse.ac.uk/2345/.
Pełny tekst źródłaMwangi, Moses Njuguna. "Indigenous technical knowledge in water development : an investigation into the role of indigenous technical knowledge in development of sustainable rural water supplies". Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/34215.
Pełny tekst źródłaDu, Plessis Pierre. "Tracking knowledge : science, tracking and technology". Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14263.
Pełny tekst źródłaKnowledges are not distinct entities. They cannot be held in isolation as if bounded, discrete, or systematic. They are far too dynamic and complex to be thought of in this way. 'Scientific' and 'Indigenous' knowledge, however, are often discussed polemically and held in dialogical tension against one another. They are part of a set of dualisms that work under certain universal assumptions critical to Western epistemology. These dualisms include modernity/tradition; nature/culture; and subject/object. This study examines the multiple perspectives, including both scientists and local trackers, involved in the Western Kgalagadi Conservation Corridor Project (WKCC) in an attempt to resolve some of these dualisms. It focuses on the dimensions of tracking animals and data collection with a GPS technology known as 'Cybertracker'. Involving both scientists and people from the Kalahari with knowledge of tracking animals, the dynamics of knowledge production and the movement of knowledge are explored. Their work together demonstrates ways that movement and embodiment are central to the production of knowledge. Knowledge production and the relationship between diverse knowledges and approaches in the WKCC project are investigated without reducing them to the same epistemological foundation or holding them in dualistic opposition. Knowledges become part of networks and engage with one another through their movement, embodiment, and interaction with various non-human subject-objects. The use of the Cybertracker databasing technology shows that an engagement of multiple perspectives, the significance of movement, performance, historical connections, and subject-object relations in a variety of contexts are key to understanding the production of knowledge. The movement, agency, and relatedness demonstrated in various 'knowledge objects', including data, shows that the complexities involve a continual exchange of influence in which knowledges are always changing. The presence of diverse knowledges, expressed in both their relatedness and their tensions, are evident in their very movement in these networks as actors and the interwoven trails they leave behind. In the process, the boundaries between the dualisms become blurred, if not irrelevant.
Brigg, Morgan James. "Asking after selves : knowledge and settler-indigenous conflict resolution /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18625.pdf.
Pełny tekst źródłaSimelane, Bhekithemba Doctor. "Indigenous knowledge and vegetation utilisation in Khayelitsha, Cape Town". Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4577_1209045528.
Pełny tekst źródłaThe aim of this study was to investigate indigenous knowledge of vegetation resource utilisation, in particular the use of traditional medicinal plants in the provision of health care in the community of Khayelitsha and to determine traditional resource management approaches.
Chanza, Nelson. "Indigenous knowledge and climate change : insights from Muzarabani, Zimbabwe". Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020299.
Pełny tekst źródłaAnderson, Jane Elizabeth Law Faculty of Law UNSW. "The production of indigenous knowledge in intellectual property law". Awarded by:University of New South Wales. School of Law, 2003. http://handle.unsw.edu.au/1959.4/20491.
Pełny tekst źródłaO'Brien, William Eugene. "Participation and indigenous knowledge in development for African pastoralists". Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-10222009-125038/.
Pełny tekst źródłaBainton, David. "Suffering development : indigenous knowledge and western education in Ladakh". Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/365ef4b2-e7aa-4be3-bec1-e753374d09c1.
Pełny tekst źródłaJordaan, Beatrice. "The protection of indigenous medical knowledge a critical analysis /". Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd/etd-07132006-120602/.
Pełny tekst źródłaJordaan, 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.
Pełny tekst źródłaThe 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.
Klaassen, André. "Planning for Sustainable Development in Fiji: indigenous knowledge, Western knowledge, or something in between?" Thesis, KTH, Urbana och regionala studier, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-286118.
Pełny tekst źródłaValencia, Mireya. "Restoring Reciprocity: Indigenous Knowledges and Environmental Education". Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/pomona_theses/224.
Pełny tekst źródłaRobinson, 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.
Pełny tekst źródłaEducation, Faculty of
Graduate
Doyle, Ann Mary. "Naming, claiming, and (re)creating : Indigenous knowledge organization at the cultural interface". Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44262.
Pełny tekst źródłaMarzano, Mariella. "Sowing new ideas : an investigation of anthropology's contribution to rural development in S.E. Sri Lanka". Thesis, Durham University, 2002. http://etheses.dur.ac.uk/4184/.
Pełny tekst źródłaMwangi, M. "The Ogiek indigenous healer as a purveyor of indigenous knowledge : the implications for sustainable development in Kenya". Thesis, University of Edinburgh, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.659829.
Pełny tekst źródłaSmith, Laurel Catherine. "MEDIATING INDIGENOUS IDENTITY: VIDEO, ADVOCACY, AND KNOWLEDGE IN OAXACA, MEXICO". Lexington, Ky. : [University of Kentucky Libraries], 2005. http://lib.uky.edu/ETD/ukygeog2005d00327/etd.pdf.
Pełny tekst źródłaTitle from document title page (viewed on November 2, 2005). Document formatted into pages; contains v, 419 p. Includes abstract and vita. Includes bibliographical references (p. 380-417).
Hunt, Julian. "Exploring physical activity knowledge and preferences among urban indigenous Australians /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19402.pdf.
Pełny tekst źródłaBrauer, Celia. "Paths to sustainability : creating connections through place-based Indigenous knowledge". Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62829.
Pełny tekst źródłaArts, Faculty of
Anthropology, Department of
Graduate
Ford, Linda Mae, i 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.
Pełny tekst źródłaFord, Payi-Linda. "Narratives and landscapes their capacity to serve indigenous knowledge interests /". Click here for electronic access to thesis: http://tux.lib.deakin.edu.au/adt-VDU/public/adt-VDU20070614.105953, 2005. http://tux.lib.deakin.edu.au/adt-VDU/public/adt-VDU20070614.105953.
Pełny tekst źródłaSubmitted to the School of Education of the Faculty of Education, Deakin University. Degree conferred 2006. Includes bibliographical references (leaves 211-225)
Newkirk, Karen. "Trading Places : integrating Indigenous Australian knowledge into the modern economy". Thesis, Federation University Australia, 2020. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/176385.
Pełny tekst źródłaDoctor of Philosophy
Zinyeka, Gracious. "The epistemological basis of indigenous knowledge systems in science education". Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/52979.
Pełny tekst źródłaThesis (PhD)--University of Pretoria, 2014.
Science, Mathematics and Technology Education
PhD
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/.
Pełny tekst źródłaMccallum, Eleanor Rhodes. "INDIGENOUS EMPOWERMENT AND PARTICIPATION: THE CASE FOR THE INCORPORATION OF INDIGENOUS KNOWLEDGE AND POWER INTO MODERN CONSERVATION PRACTICES". Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/192550.
Pełny tekst źródłaDoyle, Ann M. "Naming and Reclaiming Indigenous Knowledges in Public Institutions: Intersections of Landscapes and Experience". Ergon Verlag, 2006. http://hdl.handle.net/10150/105581.
Pełny tekst źródłaLabriola, Christine. "Environment, Culture, and Medicinal Plant Knowledge in an Indigenous Amazonian Community". FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/143.
Pełny tekst źródłaLangill, Stephen. "Indigenous knowledge and wildfires in the Sierra de Santa Marta, Mexico". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0028/MQ52356.pdf.
Pełny tekst źródłaLassonde, Marie-Claire. "The protection of indigenous medicinal knowledge in international intellectual property law /". Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=78220.
Pełny tekst źródłaArias-Bustamante, Jose. "Indigenous knowledge, climate change and forest management : the Nisga'a Nation approach". Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45700.
Pełny tekst źródłaPeden, Derek Edward. "Indigenous Banana Plantation Management Knowledge of Oruruko. Farmers in Bushenyi Uganda". Thesis, Université Laval, 2008. http://www.theses.ulaval.ca/2008/25299/25299.pdf.
Pełny tekst źródłaDixon, Alan Bramley. "Indigenous knowledge and the hydrological management of wetlands in Illubabor, Ethiopia". Thesis, University of Huddersfield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323657.
Pełny tekst źródłaSewagudde, Derek Edward. "Indigenous banana plantation management knowledge of Oruruko farmers in Bushenyi Uganda". Master's thesis, Université Laval, 2008. http://hdl.handle.net/20.500.11794/20199.
Pełny tekst źródłaGessas, Jeff. "Indigenous Knowledge on the Marshall Islands: a Case for Recognition Justice". Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc822739/.
Pełny tekst źródłaCambray, Garth Anton. "African mead biotechnology and indigenous knowledge systems in iQhilika process development". Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1003988.
Pełny tekst źródłaLangill, Stephen (Stephen Joseph) 1964 Carleton University Dissertation Sociology and Anthropology. "Indigenous knowledge and wildfires in the Sierra de Santa Marta, Mexico". Ottawa.:, 2000.
Znajdź pełny tekst źródłaEssa, Mariana. "The Place for Indigenous Knowledge in a Sport for Development Program". Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39629.
Pełny tekst źródłaJacobs, 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.
Pełny tekst źródłaThe 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.
Holmquist, Jenny. "Enhet eller mångfald? : En dekonstruktion av samernas bibliotek bibliotekskatalog". Thesis, Uppsala universitet, Institutionen för ABM, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-413556.
Pełny tekst źródłaDroz, PennElys. "Biocultural Engineering Design for Indigenous Community Resilience". Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/323449.
Pełny tekst źródła