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Статті в журналах з теми "Expanding knowledge in Indigenous studies"
Weatherdon, Meaghan S. "Religion, Animals, and Indigenous Traditions." Religions 13, no. 7 (July 15, 2022): 654. http://dx.doi.org/10.3390/rel13070654.
Повний текст джерелаAli, Nosheen, Binish Samnani, Abdul Wali Khan, Najmi Khatoon, Barkat Ali, Sadia Asfundyar, Muhammad Aslam, and Sumaira Amirali. "Decolonizing nature/knowledge: indigenous environmental thought and feminist praxis." Scholarship of Teaching and Learning in the South 3, no. 1 (April 29, 2019): 77. http://dx.doi.org/10.36615/sotls.v3i1.80.
Повний текст джерелаSingh Rathore, Vikramaditya, Jahnavi Kantamneni, Ajinkya Jamadar, Subham Anupam, and Devanshi Kachchap. "Manifestations of traditional knowledge in water systems: The cases of the Kuchaman Fort and Rathi Haveli, Rajasthan." Journal of Traditional Building, Architecture and Urbanism, no. 1 (November 20, 2020): 421–33. http://dx.doi.org/10.51303/jtbau.vi1.368.
Повний текст джерелаJean-Pierre, Johanne, Sandrina De Finney, and Natasha Blanchet-Cohen. "INTRODUCTION TO SPECIAL ISSUE." International Journal of Child, Youth and Family Studies 11, no. 3 (July 8, 2020): 1–11. http://dx.doi.org/10.18357/ijcyfs113202019695.
Повний текст джерелаLee, Derek. "Postquantum: A Tale for the Time Being, Atomik Aztex, and Hacking Modern Space-Time." MELUS 45, no. 1 (December 18, 2019): 1–26. http://dx.doi.org/10.1093/melus/mlz057.
Повний текст джерелаKirova, Anna, Christine Massing, Larry Prochner, and Ailie Cleghorn. "Shaping the “Habits of mind” of diverse learners in early childhood teacher education programs through powerpoint: An illustrative case." Journal of Pedagogy 7, no. 1 (June 1, 2016): 59–78. http://dx.doi.org/10.1515/jped-2016-0004.
Повний текст джерелаKorusenko, M. A., and Yu V. Gerasimov. "Burial Ground of Mogilno-Starozhilskoe V in the Omsk Irtysh Region as a Source on Ethnic and Cultural History of the Region." Problems of Archaeology, Ethnography, Anthropology of Siberia and Neighboring Territories 27 (2021): 481–87. http://dx.doi.org/10.17746/2658-6193.2021.27.0481-0487.
Повний текст джерелаBusey, Christopher L., Álvaro J. Corral, and Erika L. Davis. "“All Enemies, Foreign and Domestic”: The Presence of Anti-Latinx Political Rhetoric and Latinxs as Third World Threats in Secondary U.S. Citizenship Curriculum." Teachers College Record: The Voice of Scholarship in Education 123, no. 2 (February 2021): 1–40. http://dx.doi.org/10.1177/016146812112300204.
Повний текст джерелаWeisgerber, Horst, and Yifan Han. "Diversity and breeding potential of poplar species in China." Forestry Chronicle 77, no. 2 (April 1, 2001): 227–37. http://dx.doi.org/10.5558/tfc77227-2.
Повний текст джерелаWambebe, Charles O. "Expanding Global Therapeutic Arsenal through African Indigenous Medical Knowledge." Proceedings for Annual Meeting of The Japanese Pharmacological Society WCP2018 (2018): PO4–8–36. http://dx.doi.org/10.1254/jpssuppl.wcp2018.0_po4-8-36.
Повний текст джерелаДисертації з теми "Expanding knowledge in Indigenous studies"
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.
Повний текст джерелаSubmitted 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).
Mukwambo, Muzwangowenyu. "Exploring and expanding situated cognition in teaching science concepts: the nexus of indigenous knowledge and Western modern science." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/8382.
Повний текст джерелаPhillips, Jean. "Resisting contradictions : non-Indigenous pre-service teacher responses to critical Indigenous studies." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46071/1/Donna_Phillips_Thesis.pdf.
Повний текст джерелаValencia, Mireya. "Restoring Reciprocity: Indigenous Knowledges and Environmental Education." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/pomona_theses/224.
Повний текст джерелаFord, Linda Mae, and linda ford@deakin edu au. "Narratives and Landscapes: Their Capacity to Serve Indigenous Knowledge Interests." Deakin University. School of Education, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20070614.105953.
Повний текст джерелаSpak, Stella. "Canadian resource co-management boards and their relationship to indigenous knowledge, two case studies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ63584.pdf.
Повний текст джерелаSheya, Elieser. "Indigenous knowledge and environmental education : a case study of selected schools in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86476.
Повний текст джерелаDroz, PennElys. "Biocultural Engineering Design for Indigenous Community Resilience." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/323449.
Повний текст джерелаHart, Tim George Balne. "The value of using rapid rural appraisal techniques to generate and record indigenous knowledge : the case of indigenous vegetables in Uganda." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16338.
Повний текст джерелаENGLISH ABSTRACT: In recent decades increasing attention has been paid to the idea of sustainable development and in particular to sustainable agricultural practices. Studies in the seventies, eighties and nineties indicated that many resource-poor farmers were practising low external input sustainable practices by virtue of their resource-poor status. Despite this status these farmers were developing sustainable practises that enabled them to survive even the harshest conditions. It was believed that an understanding of their local practices and associated knowledge, called indigenous technical knowledge by conventional scientists, could provide agricultural development workers with a greater understanding of how to achieve sustainable agricultural development. This awareness would ensure the optimal and sustainable use of local livelihood sources. Following this interest a number of complementary research methods were developed to generate and record indigenous knowledge. Many of these methods fall within the participatory research paradigm of the Social Sciences. Using one of the earlier complementary methods, Rapid Rural Appraisal (RRA), this study considers its value as a method to collect indigenous knowledge about the local cultivation and use of indigenous vegetables in a parish in Uganda. The basic RRA tools are described and the position of RRA within the participatory research paradigm is discussed, indicating that the method probably has a lower-middle of the road position when placed on a continuum of participation. In this study the use of the method enabled the generation of information relating to the context in which agriculture was practised in the parish; specifically the production and use of plants known as indigenous vegetables. At the same time the tools enabled a broad understanding of indigenous knowledge regarding the production, associated practises and beliefs, as well as the use of indigenous vegetables in the parish. This information included technical and socio-cultural information indicating that indigenous knowledge is not only about technical knowledge. In recent years debate has emerged with regard to the value, use and misuse of indigenous knowledge. The debate has questioned the ability of various participatory complementary methods to accurately generate and record this knowledge. One of the main concerns is that most of these methods, like those associated with the quantitative and qualitative paradigms, tend to have inherent biases which detract from their value. Reflection on the use of RRA in the Ugandan study indicated that it was subject to a number of contextual constraints, namely: the assumption and treatment of indigenous knowledge as a stock of knowledge which can neatly conform to scientific categorisation; the unawareness of the powerladen interactions in which knowledge is generated; the consequences of local power struggles on the generation of knowledge; the significance that the presence of researchers during the knowledge generating process has on the resultant knowledge; the relevance of the time, timing and location where knowledge is generated; and the effect that local social differences, such as gender, age, wealth, class, etc. have on who has access to what sort of knowledge. More recently developed and refined methods such as Participatory Rural Appraisal (PRA) and Participatory Technology Development (PTD) include some tools and strategies that overcome some of these constraints. However, these methods are often subject to similar constraints, given the context in which they are used. In the final analysis, the use of the RRA method in Uganda is considered to be a useful tool for collecting contextual data and indigenous knowledge given the circumstances in which it was used. These circumstances included financial constraints, a lack of skills in the complementary methods within the research team, insufficient time and other resources. These hindrances are common in many agricultural development contexts. Based on the results of the study it is recommended that where circumstances permit it, participatory methods such as PRA and PTD should be used. However, users must remain aware that these methods can suffer from some contextual constraints if they are not used with care and if this use is not regularly reflected upon. Despite a number of shortcomings, the use of the RRA method indicated that it is a suitable method in certain contexts. It also indicated that indigenous knowledge is extremely important for agricultural development, but that care must be taken as to how it is generated, understood, recorded and subsequently used. The data generated by means of the RRA method enabled some preliminary reflections on the current understanding of indigenous knowledge. These were reflections on the following: it is a system of knowledge; it originates in and is exclusive to a particular location; it has the ability to include knowledge developed in other locations; and it is deeply entwined within the context in which it is developed. In conclusion a number of possible areas for future research on indigenous knowledge and participatory methods are identified which will allow us to develop a deeper understanding of the value of participatory methods and the significance of indigenous knowledge.
AFRIKAANSE OPSOMMING: Gedurende die afgelope dekades is verhoogde aandag geskenk aan die idee van volhoubare ontwikkeling en spesifiek aan volhoubare landboupraktyke. Studies gedurende die sewentigs, tagtigs en negentigs wys daarop dat verskeie hulpbronbeperkte boere lae eksterne inset, volhoubare praktyke be-oefen het na aanleiding van hulle hulpbronbeperkte status. Nieteenstaande hierdie boere se stand van sake het hulle nietemin standhoudende praktyke ontwikkel wat hulle in staat gestel het om selfs die moeilikste omstandighede te oorleef. Daar was geglo dat deur van hulle plaaslike praktyke en die daarmee saamgaande kennis, bekend as Inheemse Tegniese Kennis onder konvensionele wetenskaplikes, te begryp, dit landbouontwikkelingswerkers kan voorsien van ‘n beter begrip rakende, hoe om standhoudende landbou-ontwikkeling te bereik. Hierdie bewustheid sal die optimale en volhoubare gebruik van plaaslike lewens- en huishoudingsbronne verseker. As gevolg van hierdie belangstelling is ‘n hele aantal komplimenterende navorsingsmetodes ontwikkel om inheemse kennis in te win en op te teken. Verskeie van hierdie metodes val binne die deelnemende navorsingsparadigma van die Geesteswetenskappe. Deur gebruik te maak van een van die vroeëre aanvullende metodes, Rapid Rural Appraisal (RRA), lê die waarde van RRA daarin dat dit ‘n metode is om inheemse kennis in te samel rakende die plaaslike verbouïng en gebruik van inheemse groentes in ‘n wyk in Uganda. Die basiese RRA tegnieke word omskryf asook die posisie van RRA binne die deelnemende navorsings paradigma en dan word daar aangedui dat die metode heel moontlik ‘n lae-middelposisie het wanneer dit geplaas word in terme van ‘n kontinuüm van deelname. In hierdie studie het die metode dit moontlik gemaak om inligting in te win wat verband hou met die konteks waarbinne landbou be-oefen is in die wyk; spesifiek wat produksie en die gebruik van plante, bekend as inheemse groentes, aanbetref. Terselfdertyd het die tegnieke ‘n breër begrip daargestel van inheemse kennis rakende die produksie, daarmee saamgaande praktyke en plaaslike menings, sowel as die gebruik van inheemse groentes in die wyk. Hierdie inligting het ingesluit die tegniese en sosio-kulturele inligting en aangedui dat inheemse kennis nie net oor tegniese kennis handel nie. In die pas afgelope jare het die debat ontstaan rakende die waarde, gebruik en misbruik van inheemse kennis. Die debat het die vermoë van die verskeie deelnemende komplimentêre metodes om akkuraat hierdie kennis in te win en op te skryf, bevraagteken. Een van die hoof bekommernisse is dat die meeste van hierdie metodes, soos die verbonde aan kwalitatiewe en kwantitatiewe paradigmas, daarna neig om inherent bevooroordeeld te wees wat hulle van hul waarde laat verminder. ‘n Refleksie op die gebruik van RRA in die Uganda-studie wys daarop dat dit onderhewig was aan ‘n aantal kontekstuele beperkings naamlik: die aanname en hantering van inheemse kennis as ‘n inventaris van kennis wat netjies omgeskakel kan word in wetenskaplike katagorisering; onbewustheid van die magsonewewigtigheid interaksies waarbinne kennis ingewin word; die gevolge van plaaslike magstryde op die insameling van kennis; die effek wat die teenwoordigheid van navorsers tydens die proses van kennis insameling het op die resultaatgewende kennis, die relevansie van tyd, tydsberekening en plek waar kennis ingewin word; en die effek wat plaaslike sosiale verskille, soos geslag, ouderdom, rykdom, klas, ens. het op wie toegang het tot watter soort van kennis. Meer onlangs ontwikkelde en verfynde metodes soos Participatory Rural Appraisal (PRA) en Participtory Technology Development (PTD) sluit van die tegnieke en strategieë in wat sommige van hierdie beperkings oorkom. Maar sommige van hierdie metodes is gereëld onderworpe aan soortgelyke beperkings, gegewe die konteks waarbinne dit gebruik word. In die finale analise is die gebruik van die RRA metode in Uganda beskou as ‘n bruikbare tegniek vir die insameling van kontekstuele data en inheemse kennis, gegewe die omstandighede waarbinne dit gebruik is. Hierdie omstandighede sluit in, finansiele beperkings, ‘n gebrek aan vaardigheid met die komplimentêre metodes binne die navorsingspan, onvoldoende tyd en ander bronne. Hierdie hindernisse is algemeen in verskeie landbouontwikkelingskontekste. Gebasseer op die resultate van die studie word aanbeveel dat waar omstandighede hul daartoe leen, deelnemende metodes soos PRA en PTD, gebruik moet word. Maar gebruikers moet daarvan bewus bly dat hierdie metodes kan ly aan kontekstuele tekortkomings indien hulle nie met sorg gebruik word en daar nie gereeld oor die gebruik daarvan gereflekteer word nie. Ten spyte van ‘n aantal tekortkomminge het die gebruik van die RRA metode aangewys dat dit ‘n toespaslike metode binne ‘n sekere konteks is. Dit het ook aangewys dat inheemse kennis uiters belangrik is vir landbouontwikkeling, maar dat sorg gedra moet word rakende hoe dit ingewin, verstaan, opgeskryf en daarna gebruik word. Die data wat ingewin is deur middel van die RRA metode het voorlopige refleksies moontlik gemaak rakende die huidige begrip van inheemse kennis. Hierdie was refleksies op die volgende: dit is ‘n stelsel van kennis, dit ontstaan in en is eksklusief aan ‘n spesifieke gebied, dit het die vermoë om kennis in te sluit wat in ander gebiede ontwikkel is, en dit is diep ingeweef in die konteks waarbinne dit ontwikkel is. Ten slotte ‘n hele aantal moontlike areas vir toekomstige navorsing rakende inheemse kennis en deelnemende metodes is geidentifiseer wat ons in staat sal stel om ‘n beter begrip te ontwikkel van die waarde van deelnemende metodes en die belangrikheid van inheemse kennis.
Fredericks, Azeza. "Putting indigenous knowledge on the science policy agenda in South Africa, 1994-2002." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/16605.
Повний текст джерелаENGLISH ABSTRACT: The study focuses on tracking the developments accompanying the rise of indigenous knowledge (IK) and its positioning on the science policy and national research agenda in South Africa (SA). The historical occasion, the variety of policy developments in a diverse ‘new’ SA and how IK evolved, presented the impetus and context of the study. The objectives of the study were to consider more closely the roles and actions of the participants in the overall process, how they interacted and to identify broad patterns that occurred. Other areas included positioning IK as strategic science and how it was refracted through the national research system. To achieve these objectives, a significant part of the methodology involved a historical reconstruction of developments in IK. The data obtained from this reconstruction provided the basis for further analysis and closer scrutiny of the issues. Reconstructing the history assisted with providing some answers regarding the sources of concern and motivation which led to formulating policy on IK, the processes that advanced IK to its position in 2002, looking at how the various players in the research system were mobilized and how the prelegislative stage of activity determined the outcome of the IK legislative process. In addition to these questions, there was an opportunity to consider Wally’s Serote’s role as ‘moral entrepreneur and to try to understand both his personal trajectory and the role he played in the system. The historical reconstruction provided a periodization comprising three chronological phases, namely • Genesis (1994 – 1996) • Awareness Creation (1997 – 1998) • Programmes and Implementation (1999 – 2002) New policy directions in SA provided a context for positioning IK within strategic science. The leadership and passion displayed by Serote also required an understanding of his personal trajectory and the role he played in the system. IK as strategic science is positioned within framework of the moral entrepreneur’s cycle in a changing system. The historical reconstruction raised the issue of how easy or difficult it is to embed processes and how these processes co-evolve in the system. It also showed how IK was refracted through the national research system. The broad ‘success’ of the IK initiative is discussed with respect to its legislative and policy journey in SA and its current position in the research system. The ‘lesser successful’ side is also discussed in terms of the intended objectives and the eventual outcomes. Protecting IK, a central issue throughout the process, led to struggles and tensions that required rethinking both the policy and epistemic aspects of both western science and IK.
AFRIKAANSE OPSOMMING: Hierdie studie fokus daarop om dié ontwikkelinge te volg wat deel was van die opkoms van inheemse kennis (IK) en die posisionering daarvan op die agenda vir wetenskapsbeleid en nasionale navorsing in Suid-Afrika (SA). Die historiese gebeurlikhede, die verskeidenheid in beleidsontwikkelinge in 'n diverse "nuwe" SA en die manier waarop IK ontwikkel het, het die stukrag en die konteks vir hierdie studie verskaf. Die doelwitte van die studie was as volg: om die rolle en die aksies van die deelnemers aan die proses as geheel in meer detail te oorweeg; om hulle interaksie waar te neem en om die breë aksiepatrone te identifiseer. Ander ondersoekareas was om IK as strategiese wetenskap te posisioneer en om vas te stel hoe dit deur middel van die nasionale navorsingstelsel gerefrakteer is. Om hierdie doelwitte te kan bereik, het 'n belangrike deel van die metodologie die historiese rekonstruksie van ontwikkelinge in IK behels. Die data wat deur middel van hierdie rekonstruksie verkry is, het die basis voorsien vir die verdere analise en nadere beskouing van die relevante kwessies. Deur die geskiedenis te rekonstrueer kon sommige van die vrae oor die volgende beantwoord word: die oorsprong van sake wat kommer gewek het en die motivering wat gelei het tot die formulering van beleid oor IK; die prosesse wat IK tot die posisie daarvan in 2002 bevorder het deur te kyk hoe die onderskeie rolspelers in die navorsingstelsel gemobiliseer is; en hoe die pre-wetgewende fase van aktiwiteite die uitkoms van die IK-wetgewende proses bepaal het. Bo en behalwe die beantwoording van hierdie vrae, kon Serote se rol as morele entrepreneur ook ondersoek word om sodoende beide sy persoonlike trajektorie en die rol wat hy in die stelsel gespeel het te probeer verstaan. Die historiese rekonstruksie het 'n periodisering, bestaande uit drie chronologiese fases, verskaf, naamlik ������� Genesis (1994 – 1996) ������� Skepping van 'n Bewussyn (1997 – 1998) ������� Programme en Implementering (1999 – 2002) Nuwe beleidsrigtings in Suid-Afrika het 'n konteks verskaf vir die posisionering van IK binne die strategiese wetenskap. Die leierskap en passie wat Serote geopenbaar het, het ook begrip vir sy persoonlike trajektorie en die rol wat hy in die stelsel gespeel het, gevra. IK as 'n strategiese wetenskap is geposisioneer binne-in die raamwerk van die morele entrepreneur se siklus in 'n veranderende stelsel. Die historiese rekonstruksie het die kwessie geopper van hoe maklik of hoe moeilik dit is om prosesse in te bed, en hoe hierdie prosesse saam in die stelsel ontwikkel. Dit het ook gewys hoe IK deur middel van die nasionale navorsingstelsel gerefrakteer is. Die breë "sukses" van die IK-inisiatief word bespreek met betrekking tot die pad wat dit geloop het in die wetgewende en die beleidsvormende proses in Suid-Afrika en die huidige posisie daarvan in die navorsingstelsel. Die "minder suksesvolle" kant word ook bespreek met betrekking tot die vooropgestelde doelwitte en die uiteindelike uitkomste. Die beskerming van IK, 'n sentrale kwessie regdeur die proses, het gelei tot worstelinge en spanninge wat vereis het dat die beleids- én die epistemiese aspekte van beide die westerse wetenskap en IK herbedink moes word.
Книги з теми "Expanding knowledge in Indigenous studies"
Phillips, Adedotun O. Indigenous knowledge systems and practices: Case studies from Nigeria. Ibadan: Nigerian Institute of Social and Economic Research (NISER), 1995.
Знайти повний текст джерелаBrian, Ferguson R., and Whitehead Neil L, eds. War in the tribal zone: Expanding states and indigenous warfare. Sante Fe, N.M: School of American Research Press, 1992.
Знайти повний текст джерелаIndigenous identity and resistance: Researching the diversity of knowledge. Dunedin, N.Z: Otago University Press, 2010.
Знайти повний текст джерелаPeter, Dixon, and Barr Julian, eds. Indigenous knowledge inquiries: A methodologies manual for development. Rugby, U.K: ITDG Pub., 2005.
Знайти повний текст джерелаR, Teasdale G., Ma Rhea Zane, and Unesco, eds. Local knowledge and wisdom in higher education. Oxford: Published for the IAU Press [by] Pergamon, 2000.
Знайти повний текст джерелаMararike, C. G. Survival strategies in rural Zimbabwe: The role of assets, indigenous knowledge, and organisations. [Harare]: Mond Books, 1999.
Знайти повний текст джерелаGold, E. Richard, and Tania Bubela. Genetic resources and traditional knowledge: Case studies and conflicting interests. Cheltenham, UK: Edward Elgar, 2012.
Знайти повний текст джерелаMasons, tricksters and cartographers: Comparative studies in the sociology of scientific and indigenous knowledge. Amsterdam: Harwood Academic, 2000.
Знайти повний текст джерелаEducation, indigenous knowledge, and development in the global south: Contesting knowledges for a sustainable future. New York: Routledge, 2012.
Знайти повний текст джерелаArctic Institute of North America, ed. Biocultural diversity and indigenous ways of knowing: Human ecology in the Arctic. Calgary: University of Calgary Press, 2009.
Знайти повний текст джерелаЧастини книг з теми "Expanding knowledge in Indigenous studies"
Bandyopadhyay, Debashis. "Protection of Traditional Knowledge and Indigenous Knowledge." In South Asia Economic and Policy Studies, 59–70. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8872-8_6.
Повний текст джерелаShih, Cheng-feng. "Indigenous Knowledge Production and Research Ethics." In Sinophone and Taiwan Studies, 95–116. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-4178-0_5.
Повний текст джерелаMcGregor, Deborah. "Anishinaabe Environmental Knowledge." In Contemporary Studies in Environmental and Indigenous Pedagogies, 77–88. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-293-8_5.
Повний текст джерелаRigney, Lester-Irabinna. "Aboriginal child as knowledge producer." In Routledge Handbook of Critical Indigenous Studies, 578–90. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429440229-49.
Повний текст джерелаEsiobu, Chika Ezeanya. "Women and Indigenous Knowledge in Africa." In The Palgrave Handbook of African Women's Studies, 1–17. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-77030-7_68-1.
Повний текст джерелаEsiobu, Chika Ezeanya. "Women and Indigenous Knowledge in Africa." In The Palgrave Handbook of African Women's Studies, 105–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-28099-4_68.
Повний текст джерелаShih, Shu-mei, and Lin-chin Tsai. "Correction to: Indigenous Knowledge in Taiwan and Beyond." In Sinophone and Taiwan Studies, C1. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-4178-0_16.
Повний текст джерелаNg-A-Fook, Nicholas. "Fishing for Knowledge Beyond Colonial Disciplines." In Contemporary Studies in Environmental and Indigenous Pedagogies, 285–305. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-293-8_16.
Повний текст джерелаSiku, Skaya. "The Making of Indigenous Knowledge in Contemporary Taiwan: A Case Study of Three Indigenous Documentary Filmmakers." In Sinophone and Taiwan Studies, 55–76. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-4178-0_3.
Повний текст джерелаYang, Shu-yuan. "The Indigenous Land Rights Movement and Embodied Knowledge in Taiwan." In Sinophone and Taiwan Studies, 203–21. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-4178-0_10.
Повний текст джерелаТези доповідей конференцій з теми "Expanding knowledge in Indigenous studies"
Huntinghawk, Farrah, Candace Richard, Sarah Plosker, and Gautam Srivastava. "Expanding Cybersecurity Knowledge Through an Indigenous Lens: A First Look." In 2020 IEEE Canadian Conference on Electrical and Computer Engineering (CCECE). IEEE, 2020. http://dx.doi.org/10.1109/ccece47787.2020.9255753.
Повний текст джерелаSarumaha, Martiman Suaizisiwa. "Educational Management Based on Indigenous Knowledge (Narrative Studies of Culture of Indigenous Knowledge in South Nias)." In 1st International Multidisciplinary Conference on Education, Technology, and Engineering (IMCETE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200303.036.
Повний текст джерелаMarquez, Jimena. "Multidisciplinary Indigenous research: Preliminary findings of a scoping review of Canadian scholarship (1997 to 2020)." In 7th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2021. http://dx.doi.org/10.32591/coas.e-conf.07.04027m.
Повний текст джерелаMarquis, Jenefer, and Theodor Wyeld. "Ancestral Forces in Contemporary Indigenous Australian Women's Art: 3 Case Studies of Multi-dimensional Cultural Heritage Knowledge." In 2010 14th International Conference Information Visualisation (IV). IEEE, 2010. http://dx.doi.org/10.1109/iv.2010.60.
Повний текст джерелаEstrina, 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.
Повний текст джерелаYuan, Meng, Yongtu Liang, and Bohong Wang. "Optimization of Expanding Gathering Pipeline Network in Gas Fields." In ASME 2019 Pressure Vessels & Piping Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/pvp2019-93373.
Повний текст джерелаSimos, Nicholas, Harold Kirk, Hans Ludewig, Peter Thieberger, W. T. Weng, Kirk McDonald, and K. Yoshimura. "Material Studies for Pulsed High-Intensity Proton Beam Targets." In 12th International Conference on Nuclear Engineering. ASMEDC, 2004. http://dx.doi.org/10.1115/icone12-49441.
Повний текст джерелаFaumuina, Cecelia. "'Asi - The presence of the unseen." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.110.
Повний текст джерелаFunazaki, K., K. Yamada, and Y. Kato. "Studies on Effects of Periodic Wake Passing Upon a Blade Leading Edge Separation Bubble: Experimental Investigation Using a Simple Leading Edge Model." In ASME Turbo Expo 2003, collocated with the 2003 International Joint Power Generation Conference. ASMEDC, 2003. http://dx.doi.org/10.1115/gt2003-38281.
Повний текст джерелаBolivar, Loyalda T. "Rain or Shine Shield: Language and Ropes of Sadok Making." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.6-4.
Повний текст джерелаЗвіти організацій з теми "Expanding knowledge in Indigenous studies"
Näslund-Hadley, Emma, and Humberto Santos. Open configuration options Skills Development of Indigenous Children, Youth, and Adults in Latin America and the Caribbean. Inter-American Development Bank, February 2022. http://dx.doi.org/10.18235/0003954.
Повний текст джерелаBoyes, Allison, Jamie Bryant, Alix Hall, and Elise Mansfield. Barriers and enablers for older people at risk of and/or living with cancer to accessing timely cancer screening, diagnosis and treatment. The Sax Institute, July 2022. http://dx.doi.org/10.57022/ieoy3254.
Повний текст джерелаDroogan, Julian, Lise Waldek, Brian Ballsun-Stanton, and Jade Hutchinson. Mapping a Social Media Ecosystem: Outlinking on Gab & Twitter Amongst the Australian Far-right Milieu. RESOLVE Network, September 2022. http://dx.doi.org/10.37805/remve2022.6.
Повний текст джерелаNelson, Gena, Angela Crawford, and Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, January 2022. http://dx.doi.org/10.18122/sped.143.boisestate.
Повний текст джерелаTiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.
Повний текст джерелаVoices of vulnerable and underserved adolescents in Guatemala: A summary of the qualitative study 'Understanding the lives of indigenous young people in Guatemala'. Population Council, 2005. http://dx.doi.org/10.31899/pgy19.1011.
Повний текст джерелаSecuring Rights, Combatting Climate Change: How strengthening community forest rights mitigates climate change. Rights and Resources Initiative, August 2014. http://dx.doi.org/10.53892/chet6628.
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