Indigenous Knowledge, Community and Education in a Western System: An Integrative Approach

Juvenile Fiction

This chapter focuses on the juvenile fiction of the British settler colonies to 1950, and considers how writers both take up forms familiar to them from British literature and revise these forms in the attempt to account for the specific geography, politics, and cultures of their places. It is during this time that the heroics associated with building the empire had taken hold of British cultural and literary imaginations. Repeatedly, the juvenile fiction of settler colonies returns to the question of the relations between settlers and Indigenous inhabitants—sometimes respecting the power of Indigenous knowledge and traditions; often expressing the conviction of natural British superiority to Indigenous ways of knowing and living; always revealing, whether overtly or covertly, the haunting of the stories of settler cultures by the displacement of Indigenous peoples on whose land those cultures are founded.

Researching on Indigenous Knowledge: Community-Based Participatory Case Study on Intergenerational Transmission of Traditional Medicinal Plant Knowledge

10.4135/978144627305014534932 ◽

2014 ◽

Author(s):

Shailesh Shukla ◽

Brielle Beaudin

Keyword(s):

Medicinal Plant ◽

Indigenous Knowledge ◽

Intergenerational Transmission ◽

Community Based ◽

Knowledge Community ◽

Plant Knowledge ◽

Medicinal Plant Knowledge

Handbook of Research on Theoretical Perspectives on Indigenous Knowledge Systems in Developing Countries - Advances in Knowledge Acquisition, Transfer, and Management ◽

Researching Indigenous Ways of Knowing-and-Being

10.4018/978-1-5225-0833-5.ch002 ◽

2017 ◽

pp. 22-49 ◽

Cited By ~ 9

Author(s):

Norma Ruth Arlene Romm

Keyword(s):

Economic Development ◽

Indigenous Knowledge ◽

Ecological Niche ◽

Ways Of Knowing ◽

Knowledge Systems ◽

Relational Thinking ◽

Socio Economic Development ◽

This chapter focuses on exploring the contributions of indigenous-oriented relational thinking-and-being in terms of implications for the quality of social living and for sustaining relationships with everything in our ecological niche. It offers an account of how we can treat Indigenous Knowledge Systems (IKS) as envisaging socio-economic development differently from economic models of growth which thus far can be said to govern processes of globalization. The chapter attempts to demonstrate that resuscitating IKS is not so much a matter of researchers' documenting and respecting the content of indigenous knowledge that has been created to date. More important is to direct research with the aim of drawing out and revitalizing the styles of knowing and living that can be interpreted as characterizing indigeneity. Examples are provided of how research can be directed with this in mind.

Re-contextualizing the architectural learning experiences: the alternative perspective (Part V)

10.32920/ryerson.14661840 ◽

2021 ◽

Author(s):

Kenneth J. (Jake) Chakasim

Keyword(s):

Cultural Context ◽

Ways Of Knowing ◽

Cultural Knowledge ◽

Cross Cultural ◽

Architectural Education ◽

Middle Ground ◽

Aboriginal Students ◽

Alternative Perspective ◽

Canadian Aboriginal students struggle to situate their cultural knowledge within a Eurocentric academy, in part because indigenous ways of knowing are informed by a philosophy that is characterized by ‘interconnected’ relationships rather than an isolated system of thought. In accordance with this worldview, this report is shaped by a series of 'interdisciplinary' discussions with the intent to establish an ethical middle ground (or space) for architectural learning that does not exclude an Aboriginal worldview. Supported with a different set of hermeneutic principles the report addresses the need to preserve indigenous knowledge systems thereby encouraging architectural Education in Canada to facilitate and help re-contextualize aboriginal traditions. As a result, this thesis attempts to create an enduring intellectual space for future aboriginal students where they are encouraged to “live the story of their created object” while forging renewed identity pieces in a shared cross-cultural context.

Community-Based Adaptation: Challenge and Opportunity in Indonesia

E3S Web of Conferences ◽

10.1051/e3sconf/202131701075 ◽

2021 ◽

Vol 317 ◽

pp. 01075

Author(s):

Anis Qomariah ◽

Hartuti Purnaweni ◽

Sudarno Utomo

Keyword(s):

Climate Change ◽

Indigenous Knowledge ◽

Community Based ◽

Local Conditions ◽

Knowledge Community ◽

Community Needs ◽

Local Leader ◽

Government Involvement ◽

State Scale ◽

Community Based Adaptation

Climate change is a serious problem mostly caused by human activities but the impacts are felt by all creatures in the word. These conditions are worsened by the rise of ‘dirty industries’ that exceed the environmental carrying capacity. Many studies had showed that people need to do something to cut climate change from individual to state scale. Therefore, community plays an important role to climate change program’s success. It is known as community-based adaptation (CBA). CBA combines indigenous knowledge, community needs, and local conditions so the program is more likely to implement. In Indonesia, climate change adaptation and mitigation are run in community level namely ProKlim. Government also gives the best practiced community with title and prizes. This paper aims to identify and synthesize previous researches related to CBA and challenge and opportunity of CBA practices in Indonesia. The findings of this paper are CBA is proven in shaping resilience on disaster management, aquaculture, food, and water. Moreover, indigenous knowledge, local leader, funding, and government involvement are the important instrument of CBA. Despite the numerous reports on CBA succeed, there are still some challenge and opportunity of CBA practices in Indonesia.

Re-contextualizing the architectural learning experiences: the alternative perspective (Part V)

10.32920/ryerson.14661840.v1 ◽

2021 ◽

Author(s):

Kenneth J. (Jake) Chakasim

Keyword(s):

Cultural Context ◽

Ways Of Knowing ◽

Cultural Knowledge ◽

Cross Cultural ◽

Architectural Education ◽

Middle Ground ◽

Aboriginal Students ◽

Alternative Perspective ◽

Canadian Aboriginal students struggle to situate their cultural knowledge within a Eurocentric academy, in part because indigenous ways of knowing are informed by a philosophy that is characterized by ‘interconnected’ relationships rather than an isolated system of thought. In accordance with this worldview, this report is shaped by a series of 'interdisciplinary' discussions with the intent to establish an ethical middle ground (or space) for architectural learning that does not exclude an Aboriginal worldview. Supported with a different set of hermeneutic principles the report addresses the need to preserve indigenous knowledge systems thereby encouraging architectural Education in Canada to facilitate and help re-contextualize aboriginal traditions. As a result, this thesis attempts to create an enduring intellectual space for future aboriginal students where they are encouraged to “live the story of their created object” while forging renewed identity pieces in a shared cross-cultural context.

Researching Indigenous Ways of Knowing-and-Being

Indigenous Studies ◽

10.4018/978-1-7998-0423-9.ch022 ◽

2020 ◽

pp. 407-434

Author(s):

Norma Ruth Arlene Romm

Keyword(s):

Economic Development ◽

Indigenous Knowledge ◽

Ecological Niche ◽

Ways Of Knowing ◽

Knowledge Systems ◽

Relational Thinking ◽

Socio Economic Development ◽

This chapter focuses on exploring the contributions of indigenous-oriented relational thinking-and-being in terms of implications for the quality of social living and for sustaining relationships with everything in our ecological niche. It offers an account of how we can treat Indigenous Knowledge Systems (IKS) as envisaging socio-economic development differently from economic models of growth which thus far can be said to govern processes of globalization. The chapter attempts to demonstrate that resuscitating IKS is not so much a matter of researchers' documenting and respecting the content of indigenous knowledge that has been created to date. More important is to direct research with the aim of drawing out and revitalizing the styles of knowing and living that can be interpreted as characterizing indigeneity. Examples are provided of how research can be directed with this in mind.

Faulkner Didn’t Invent Yoknapatawpha, Everybody Knows That

Faulkner and the Native South ◽

10.14325/mississippi/9781496818096.003.0001 ◽

2019 ◽

pp. 3-14

Author(s):

LeAnne Howe

Keyword(s):

Indigenous Knowledge ◽

Natural Environment ◽

Weather Prediction ◽

Ways Of Knowing ◽

Survival Strategy ◽

Knowing That ◽

The Subject ◽

Tribal Nations

This chapter introduces the reader to some of the Indigenous ways of knowing that inform the methodology of Native South studies. It illustrates how Choctaws and other Southeastern nations have turned to “core narratives as a survival strategy over millennia” of challenges posed both by the natural environment and by the “tired, hungry foreigners” who have sought refuge in Native homelands. Turning to the subject of weather prediction, Howe cites a range of writings—from Bienville’s correspondence of the early 1700s to Choctaw chief Ben Dwight’s inquiries among leaders of other tribal nations in the 1950s—as evidence not only that the tribes possessed a diversity of Indigenous knowledge “about long-term weather processes” but that they shared this knowledge intertribally, helping each other weather the threat of ecodisaster. The chapter faults Faulkner for Native characterizations that trade on stereotype, but also also, finds his imagination to be “driven” and “enlivened” by Native stories. His own ways of knowing were in some respects compatible with the story-centered epistemologies that are explored.

Indigenous Knowledge: Towards Learning Materials and Methodologies that Respond to Social Processes of Marginalisation and Appropriation in Eastern Southern Africa

Australian Journal of Environmental Education ◽

10.1017/s0814062600001476 ◽

2003 ◽

Vol 19 ◽

pp. 57-67 ◽

Cited By ~ 1

Author(s):

Rob O'Donoghue

Keyword(s):

Indigenous Knowledge ◽

Southern Africa ◽

Ways Of Knowing ◽

Social Processes ◽

Knowledge Systems ◽

Environmental Knowledge ◽

Institutional Processes ◽

Scientific Institutions ◽

Colonial Oppression

AbstractThis study sheds light on how a rich legacy of intergenerational, contextual knowing (indigenous environmental knowledge) was successively overlooked and marginalised, or was appropriated and re-orientated in developing scientific institutions, in eastern southern Africa. The Nguni case evidence reviewed, uncovers a somewhat blind appropriation and reorientation of environmental knowledge in the colonial administration and within emerging scientific institutions. It examines how processes such as this served to marginalise indigenous “ways of knowing,” and consequently, “African knowledge systems” in the region. Evidence of colonial oppression is nothing new, but a closer look at some of the institutional processes involved is used to inform the design of the “IK & Today,” materials being developed with educators and communities by researchers working on The National Research Foundation (NRF) programme of the Rhodes University Environmental Educatiuon Unit.

Decolonizing Aboriginal Education in the 21st Century

McGill Journal of Education ◽

10.7202/1020974ar ◽

2013 ◽

Vol 48 (2) ◽

pp. 317-337 ◽

Cited By ~ 9

Author(s):

Elizabeth Ann Munroe ◽

Lisa Lunney Borden ◽

Anne Murray Orr ◽

Denise Toney ◽

Jane Meader

Keyword(s):

21St Century ◽

Ways Of Knowing ◽

Aboriginal Education ◽

Language And Culture ◽

Indigenous Knowledges ◽

Aboriginal Students ◽

Community Contexts ◽

Culture Revitalization

Concerned by the need to decolonize education for Aboriginal students, the authors explore philosophies of Indigenous ways of knowing and those of the 21st century learning movement. In their efforts to propose a way forward with Aboriginal education, the authors inquire into harmonies between Aboriginal knowledges and tenets of 21st century education. Three stories from the authors’ research serve as examples of decolonizing approaches that value the congruence between 21st century education and Indigenous knowledges. These stories highlight the need for two-eyed seeing, co-constructing curriculum for language and culture revitalization, and drawing from community contexts to create curriculum.