Abstract
The assimilation of indigenous knowledge systems (IKS) into mainstream knowledge society consisting of formal education, research paradigms, and digital knowledge repositories and learning tools has at best been a tokenism. Shifting perspectives reveal major deficiencies in education, research, and technology caused by a systemic exclusion and active destruction of IKS. This chapter promotes a deeper appreciation for IKS, illustrates tensions between digital knowledge systems and IKS, and underscores the necessity to engage indigenous people in the design of learning tools to encompass not only indigenous content but also underlying epistemologies and values. This chapter shares a viewpoint from the Global South contributing to a pluralistic knowledge society.
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