scholarly journals AMALGAMATING WESTERN SCIENCE AND AFRICAN INDIGENOUS KNOWLEDGE SYSTEMS IN THE MEASUREMENT OF GRAVITATIONAL ACCELERATION

2021 ◽  
Vol 20 (5) ◽  
pp. 729-739
Author(s):  
Mishack T. Gumbo ◽  
Fidelis O. Nnadi ◽  
Rose C. Anamezie
Keyword(s):  
Indigenous Knowledge ◽  
Science Teaching ◽  
Science Achievement ◽  
School Science ◽  
Knowledge Systems ◽  
Analysis Of Covariance ◽  
Western Science ◽  
Gravitational Acceleration ◽  
Teaching Materials ◽  
Indigenous Knowledge Systems

There is the need to liberate the school science teaching process to suit the culturally bound day-to-day experiences of learners. The clarion call becomes expedient in the light of pedagogical failure in science education, which precipitates poor science achievement, especially in non-Western cultures. Non-Western knowledge systems, specifically African indigenous knowledge systems (AIKs), have been excluded from science teaching, which accounts for the poor achievement of learners. This research therefore measured the effect of the type of teaching materials, gender and the interaction between gender and type of teaching materials on the measurement of gravitational acceleration. The analysis of covariance (p≤ .05) was used to analyse data which were collected from 264 sampled learners. The results from the research indicated that amalgamating Western science and culturally bound AIKs teaching materials in a non-Western culture enhanced the determination of gravitational acceleration and bridged the gender divide in Physics achievement. The amalgam of Western science and non-Western culturally bound science can transform science teaching, make science more relevant to everyday experiences of learners and enhance their understanding of science and ultimately their achievement. Keywords: African Indigenous Knowledge Systems, amalgamating, gravitational acceleration and experimental

scholarly journals Challenges in Combining Indigenous and Scientific Knowledge in the Arctic

2020 ◽  
Author(s):  
Olga Lauter
Keyword(s):  
Indigenous Knowledge ◽  
Alaska Native ◽  
Personal Communication ◽  
Well Being ◽  
Knowledge Systems ◽  
Native People ◽  
The Arctic ◽  
Western Science ◽  
Short Period ◽  
Indigenous Knowledge Systems

A “co-production of knowledge” transdisciplinary approach connects different systems of knowledge that are in collaboration with each other. The transdisciplinarity presupposes bringing natural, social sciences and Indigenous knowledge together. Education research in the Arctic plays a key role in bridging Western science and Indigenous knowledge systems, as it seeks for methods to integrate Indigenous knowledge systems into schools and postsecondary institutions to develop sustainability. Even though Indigenous knowledge systems are considered to be essential for sustainable development and environmental management (Athayde et al. 2017), connections between Indigenous peoples, scientists, politicians are not yet sufficiently elaborated (Raymond at al. 2010). This paper examines several observations carried out during an ethnographic field work on urban Indigenous identity preservation and well-being in Anchorage, Alaska. The fieldwork in progress is being implemented in collaboration with the urban Yupik population. It throws light on challenges that might hinder the synthesis of Indigenous knowledge and Western science. For instance, one of the challenges under consideration has been that, while permissions to carry out participant observations were always easily obtained, allowing for building relationships and trust, the target population was, in most cases, reluctant when asked to be interviewed. While searching for the reasons of the unwillingness to participate in interviews, it became clear that the Alaska Native People do not trust researchers coming to work with them for a short period of time. Hence, long fieldworks should be implemented in order to have time to build trust. Another reason indicated is that the Alaska Native People learn through observing and listening to Elders, they do not like to consider themselves as experts. Thus, being interviewed is considered as showing expertise (Augusta Reimer, personal communication 2019). The observations examined in this paper will contribute to further understanding of differences in learning between Arctic Indigenous and Western knowledge systems.

Colonizing Innovation:

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Abhinav CHATURVEDI ◽  
Alf REHN
Keyword(s):  
Indigenous Knowledge ◽  
Postcolonial Theory ◽  
Knowledge Systems ◽  
Frugal Innovation ◽  
Indigenous Knowledge Systems ◽  
Management Literature

Innovation is one of the most popular concepts and desired phenomena of contemporary Western capitalism. As such, there is a perennial drive to capture said phenomena, and particularly to find new ways to incite and drive the same. In this text, we analyze one specific tactic through which this is done, namely by the culturally colonial appropriation of indigenous knowledge systems. By looking to how jugaad, a system   of   frugal   innovation   in   India,   has been   made   into   fodder   for   Western management literature, we argue for the need of a more developed innovation critique, e.g., by looking to postcolonial theory.

Indigenous Environmental Justice, Knowledge, and Law

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Deborah McGregor
Keyword(s):  
Environmental Justice ◽  
Indigenous Knowledge ◽  
Knowledge Systems ◽  
Indigenous Worldviews ◽  
Indigenous Knowledge Systems ◽  
The World ◽  
Innovative Approaches

This article aims to introduce a distinct conception of Indigenous environmental justice (IEJ) based on Indigenous legal orders, knowledge systems, and conceptions of justice. This is not to suggest in any way that the existing environmental justice (EJ) scholarship is flawed; in fact, the scholarship and activism around EJ have been central in diagnosing and drawing attention to injustices that occur on a systematic basis everywhere in the world. This article argues instead that such discussions can be expanded by acknowledging that concepts of environmental justice, including distinct legal orders informed by Indigenous knowledge systems, already existed on Turtle Island for thousands of years prior to the arrival of Europeans. It also suggests that environmental justice framed within Indigenous worldviews, ontologies, and epistemologies may make significant contributions to broader EJ scholarship, particularly in relation to extending justice to other beings and entities in Creation. This approach acknowledges ongoing colonialism and emphasizes the need to decolonize in order to advance innovative approaches to IEJ. 

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