Traditional knowledge

About: Traditional knowledge is a research topic. Over the lifetime, 10825 publications have been published within this topic receiving 202790 citations. The topic is also known as: indigenous knowledge & indigenous knowledge system.

Indigenous knowledge and science revisited

Abstract: This article provides a guided tour through three diverse cultural ways of understanding nature: an Indigenous way (with a focus on Indigenous nations in North America), a neo-indigenous way (a concept proposed to recognize many Asian nations’ unique ways of knowing nature; in this case, Japan), and a Euro-American scientific way. An exploration of these three ways of knowing unfolds in a developmental way such that some key terms change to become more authentic terms that better represent each culture’s collective, yet heterogeneous, worldview, metaphysics, epistemology, and values. For example, the three ways of understanding nature are eventually described as Indigenous ways of living in nature, a Japanese way of knowing seigyo-shizen, and Eurocentric sciences (plural). Characteristics of a postcolonial or anti-hegemonic discourse are suggested for science education, but some inherent difficulties with this discourse are also noted.

What is Indigenous Knowledge?: Voices from the Academy

Abstract: Preface: Decolonizing Indigenous Knowledge--Donaldo Macedo Introduction: What is Indigenous Knowledge and Why Should We Study It?--Ladislaus M. Semali and Joe L. Kincheloe Indigenous Knowledge and Schooling: A Continnum Between Conflict and Dialogue--Mahia Maurial Indigenous Knowledge as a Component of the School Currriculum--June M. George Community as Classroom: (Re)Valuing Indigenous Literacy--Ladislaus M. Semali Science Education in Nonwestern Cultures: Towards a Theory of Collateral Learning--Olugbemiro J. Jegede Indigenous Knowledge, Indigenous Learning, Indigenous Research--Jill Abdullah and Ernie Stringer Indigenous Knowledge Systems-Ecological Literacy Through Initiation into People's Science--Madhu Suri Prakash Indigenous Knowledge and Ethnomathematics Approach in the Brazilian Landless People Education--Gelsa Knijnik Indigenous Music Education in Africa--Clemente K. Abrokwaa The Inseparable Link Between Intellectual and Spiritual Formation in Indigenous Knowledge and Education: A Case Study in Tanzania--R. Sambuli Mosha Indigenous Languages in the School Curriculum: What Happened to Kiswahili in Kenya?--Lucy Mule Indigenous Knowledge Systems for an Alternative Culture in Science: The Role of Nutritionists in Africa--Robert K. N. Mwadime Agricultural Extension Education and the Transfer of Knowledge in an Egyptian Oasis--Anne M. Parrish Indigenous People's Knowledge and Education: A Tool for Development--Rodney Reynar Local Knowledge Systems and Vocational Education in Developing Countries--Consuelo Quiroz Indigenous Knowledge, Historical Amnesia and Intellectual Authority: Deconstructing Hegemony and the Social and Political Implications of the Curricular "Other"--Frances V. Rains Indigenous Knowledge: An Interpretation of Views from Indigenous Peoples--Marcel Viergever About the Editors and Contributors Index

Indigenous knowledge and the politics of classification

Abstract: political science at Yale University, conducts research on institutional change, environmental politics, and development. His research has appeared in such journals as Comparative Political Studies, Development and Change, Journal of Asian Studies, Journal of Theoretical Politics, and World Development. His first book was Greener Pastures: Politics, Markets and Community among a Migrant Pastoral People (1999). He is now writing a book entitled Environmentality. Email: arun.agrawal@yale.edu Indigenous knowledge and the politics of classification*

Framework for integrating indigenous and scientific knowledge for disaster risk reduction.

Abstract: A growing awareness of the value of indigenous knowledge has prompted calls for its use within disaster risk reduction. The use of indigenous knowledge alongside scientific knowledge is increasingly advocated but there is as yet no clearly developed framework demonstrating how the two may be integrated to reduce community vulnerability to environmental hazards. This paper presents such a framework, using a participatory approach in which relevant indigenous and scientific knowledge may be integrated to reduce a community's vulnerability to environmental hazards. Focusing on small island developing states it presents an analysis of the need for such a framework alongside the difficulties of incorporating indigenous knowledge. This is followed by an explanation of the various processes within the framework, drawing on research completed in Papua New Guinea. This framework is an important first step in identifying how indigenous and scientific knowledge may be integrated to reduce community vulnerability to environmental hazards.