Diverse Knowledge Systems Research Articles

Addressing the Anthropocene from the Global South: integrating paleoecology, archaeology and traditional knowledge for COP engagement

The triple planetary crisis of climate change, pollution, and biodiversity loss necessitates more holistic, comprehensive, and integrated public policy approaches. Within the United Nations Framework Convention on Climate Change, this crisis highlights significant conflicts over forms of knowledge and conceptualization, affecting how international policies are formed. Indigenous knowledge systems have become increasingly acknowledged for their vital role in addressing the challenges of the Anthropocene. Conferences of the Parties institutions like the International Indigenous Peoples Forum on Climate Change emphasize the critical, although not always recognized, importance of Indigenous territories, which contain eighty percent of the world’s biodiversity. Here, we show that research in paleoecology, archaeology and history demonstrates the long-term significance of traditional knowledge and Indigenous land management practices for contemporary ecosystem dynamics. Drawing from these varied studies and perspectives also reveal the socio-economic inequalities resulting from centuries of European colonialism. We showcase three case studies on; (i) pastoralism in eastern Africa, (ii) natural resource management in southeast Asia and (iii) adaptation to sea level rise in the Caribbean, which touch upon highly diverse human resilience strategies across space and time. Despite efforts at the COP28 to accelerate climate action and incorporate diverse knowledge systems, significant challenges remain. The need for a pluralistic knowledge, rather than a one-size-fits-all approach, blending scientific language with artistic and narrative forms, is proposed as critical for fostering effective communication and developing more effective and equitable solutions for global environmental governance.

Exploring epistemological decentring in a language other than English classroom through pedagogical translanguaging

AbstractThis paper aims to explore the epistemological decentring in a language other than English classroom through pedagogical translanguaging and examine students’ attitudes toward translanguaging practices. Data were collected from a six‐week classroom observation with 20 French major undergraduates and interviews with the students in a comprehensive university in China. Analysis revealed that the teacher employs three forms of translanguaging pedagogy: form‐focused strategy, dual‐language substantiation, and multi‐semiotic strategy, which promote students’ understanding of epistemological decentring. The interviews indicated the advantages of translanguaging integrated with epistemological decentring including heightened engagement, the development of cross‐language awareness, and enhanced critical language awareness. The study shows how pedagogical translanguaging aligns with a decentring perspective, promoting the use of diverse knowledge systems, and highlighting the importance of creating a decentring space for multilingual education. It also underscores the need to challenge monolingual ideologies, question conventional approaches to multilingualism, and actively embrace a diverse range of meaning‐making systems.

Empowering Indigenous-Led Contaminant Monitoring through Collaborative Partnerships and Two-Way Capacity Sharing

Climate-driven landscape change, legacy waste and ongoing infrastructural investment are leading to concerns about contaminant release in Arctic Indigenous and Local communities. Sustainable development that considers threats posed by accelerating environmental change requires accessible, appropriate, and sustained environmental data to inform strategic decision-making. Collaborative partnerships and capacity sharing are necessary to promote resilient and sustainable environmental monitoring approaches, however effective collaboration has been hindered by mismatches in priorities and timelines between communities and research programs. We outline the development and later evolution of a community-based environmental research program focused on monitoring contamination threats posed by legacy infrastructure sourced from industry, transportation and domestic waste sites. Capacities and insights from diverse knowledge systems guided each stage of our research approach. Reflections provided by an Indigenous and non-Indigenous Early Career Researcher (ECR) share insights into different aspects of the research process. We highlight how cross-cultural partnerships and capacity sharing have enabled evolving and reflexive community-based contaminant monitoring. Our approach facilitates a structural shift from collaborative monitoring with external analysis to autonomous monitoring that supports equity in research outcomes. Appropriately considered and resourced co-development at regular points of the research process has been critical to developing a complete and effective Indigenous-led research project.

African Indigenous education in the postcolonial period: A critical reflection

This article examines African Indigenous education in the precolonial period in Southern Africa, focusing on its key elements, characteristics, and educational significance within the broader context of the decolonial education discourse. By delving into primary forms and practices of Indigenous African education, we aim to shed light on how these systems contribute to understanding the educational landscape and the challenges faced in the wake of colonialism. Additionally, we explore the transformative role played by Indigenous education in Southern Africa in addressing the hegemonic influence of Western education during the postcolonial era. Drawing on existing literature and critical analysis, we critically reflect on the nature of a decolonial turn in African Indigenous education. The examination aims at contributing to the ongoing discourse on decolonising education and providing insights into the potential benefits of embracing Indigenous knowledge systems in contemporary African societies by recognising the importance of valuing diverse knowledge systems in fostering inclusive and relevant educational practices.

Teaching Sustainability in Science Education: Pre-Service Science Teachers’ Perceptions of the Role of Indigenous Knowledge

Encouraging sustainability in science education demands a collaborative approach, involving the integration of diverse knowledge systems, including indigenous and formal scientific knowledge. Nevertheless, educators’ perceptions of these knowledge systems are crucial factors to consider. This study investigated the perceptions of pre-service science teachers about the role of indigenous knowledge in promoting sustainability science education. The study was conducted at the Department of Integrated Science Education University of Education Winneba, Ghana and predominantly adopted a qualitative approach. A sample size of 54 Level 300 undergraduate pre-service science teachers were purposively chosen. These pre-service teachers have engaged with the science curriculum and syllabus through on-campus peer teaching and are prepared to take their internships in the country’s various second-cycle institutions. Emphasis is laid on the teaching of science to promote education for sustainable development in these institutions. Data were collected through an online questionnaire comprising open- and closed-ended items. The closed-ended items were quantified and analysed for clearer inference whereas thematic analysis was employed for qualitative data. The findings of the study established pre-service teachers’ affirmation of the potential of indigenous knowledge in providing education for sustainability if integrated into the teaching of science. The study recommended targeted interventions including the integration of indigenous knowledge into pre-service science teachers’ curriculum, training programmes, workshops, courses and campaigns aimed at increasing awareness, fostering positive attitudes, and promoting understanding and appreciation of indigenous knowledge and its role in sustainability.

Trends in climate adaptation solutions for mountain regions

This study addresses the critical need for documented adaptation progress in mountain regions by reviewing recently implemented or ongoing adaptation solutions collected from the Adaptation at Altitude Solutions Portal (A@A Solution Portal). Using a data driven approach, the research explores the characteristics, feasibility, and transformative potential of these solutions. Findings reveal a predominant focus on addressing droughts and floods, aligning with the IPCC’s emphasis on water-related impacts in mountains. Notably, watershed management practices emerge as popular solutions, showcasing their capacity to address multiple concerns beyond climate impacts. Education and awareness, along with land use practices, dominate the types of solutions, reflecting their positive impact on project acceptability and low associated risk of maladaptation. Agricultural land and forests are the main ecosystems where solutions are reported, with an evident association with education and awareness and land use change solutions. Most SDGs and Sendai targets are found to be addressed by the solutions emphasising the importance of documenting project experiences as way to bridge previously reported gaps between policy frameworks and on-the-ground implementation. Despite community involvement being high in many of the solutions, challenges such as gender inequality persists. While solutions often demonstrate local relevance and depth of change, upscaling remains challenging, with limited evidence of mainstreaming and replication. Sustainability criteria are moderately met, incorporating inclusive decision-making but with uncertainty regarding long-term plans. Furthermore, findings underscore the significance of co-developing and maintaining adaptation solution portals, illustrating how this approach enriches our understanding of adaptation progress in mountains. Moreover, this research contributes to broadening the scope of systematic adaptation assessments by providing a nuanced perspective that integrates local needs and diverse knowledge systems. In essence, this study makes a valuable contribution to the evolving landscape of adaptation research, emphasizing the importance of practical insights and collaborative efforts to address the complex challenges posed by climate-related impacts and corresponding adaptation efforts.

When regulation ignores evidence: The case of Denmark’s Ashwagandha ban and the Technical University of Denmark’s misguided risk assessment

The recent ban on Ashwagandha (Withania somnifera (L.) Dunal) supplements in Denmark, based on a risk assessment by the Technical University of Denmark (DTU), exemplifies the challenges in regulating traditional herbal medicines within modern frameworks. This article critically examines the DTU report, highlighting methodological flaws including overreliance on animal studies and selective literature review. The report’s disregard for Ashwagandha's long history of traditional use and mischaracterization of its effects, particularly alleged abortifacient properties, contradicts a growing body of scientific evidence supporting its safety and efficacy. The current research demonstrating Ashwagandha's benefits in stress reduction, sleep improvement, and cognitive function further underscores the disparity between scientific findings and the DTU’s conclusions. The ban’s implications extend beyond Denmark, raising questions about regulatory consistency and proportionality in evaluating herbal products globally. The Indian Ministry of Ayush’s critique emphasizes the need for a more comprehensive, evidence-based approach for assessing traditional medicines. This controversy may catalyze the development of integrated evaluation methods, such as the Collaborative Medicine and Science framework, bridging diverse knowledge systems in regulatory decision-making. The case underscores the necessity for a global health paradigm that harmonizes traditional and modern medical approaches, ensuring public safety while preserving access to beneficial traditional remedies.

Disentangling gender and social difference for just and transformative biocultural approaches

Abstract Advancing research and practice that recognize diverse worldviews, knowledge systems, and value orientations is essential to enable transformative change towards sustainability. Biocultural approaches recognize the diverse ways in which people relate to nature, offering a potential pathway for sustainability transformations. However, recent scholarship on biocultural approaches to sustainability has highlighted that social aspects such as equity and justice have not been substantively addressed, whereby gender issues have been overlooked to a great extent. Through qualitative content analysis, this review synthesizes the conceptualizations of gender and social difference within the literature on biocultural approaches to sustainability published in English and Spanish. The biocultural literature predominantly focuses on describing knowledge and management practices, neglecting power and gender relations that affect access and control over resources, and how different axes of social difference matter across different social‐ecological contexts. Overall, we found that gender considerations within the literature reviewed do not build upon feminist and gender theories. Based on these findings, we provide insights into how more nuanced engagements, especially in relation to feminist theories and tools as intersectionality and decolonial perspectives, can allow for more just scholarly efforts to address biocultural relations. Finally, we draw attention to responsible and engaged praxis towards promoting biocultural approaches that include the diverse perspectives of those who can contribute to transformative change, and which prevent the reinforcement of gender‐based power relations. Read the free Plain Language Summary for this article on the Journal blog.

What does a just transition mean for urban biodiversity? Insights from three cities globally

Just transitions – responses to environmental change that minimise negative impacts on the most affected people and places, while ensuring nobody is left behind – are gaining scholarly and policy significance in areas beyond their original focus on carbon-intensive jobs and sectors. Yet attention to what a just transition means for biodiversity, as another aspect of the global environmental crisis, remains limited. Given the critical role that biodiversity plays in supporting livelihoods and wellbeing, this is a notable gap. This paper assesses what a just transition means for biodiversity, focusing on urban environments as the spaces in which many people encounter biodiversity globally. We undertake interview research across three case study cities representing different geopolitical and environmental contexts: Bristol (UK); Yubari (Japan); and Cape Town (South Africa) and ask two questions: what does biodiversity tell us about the concept of just transitions in the lived environment; and what are the consequences of considering just transitions in the context of biodiversity in the lived urban environment? Based on our findings, we set out six principles for a just transition in relation to urban biodiversity, as areas for further empirical enquiry: a shared sense of what a just transition and biodiversity mean in the local context; diverse social and ecological knowledge systems informing decision-making; integration and cohesion across policies; inclusive, meaningful and early engagement; supporting communities during and after implementation; and measures for assessing the effectiveness of outcomes from an ecological and a social perspective.

Research as a Mangrove: Emancipatory Science and the Messy Reality of Transdisciplinarity

This study explores the challenges of realizing the emancipatory potential of transdisciplinary research and methodology through a case study involving researchers from the Federal University of Bahia and the community of Siribinha Brazil. The project aimed to prioritize community perspectives, critical reflexivity, and dialogue between diverse knowledge systems to address social-environmental challenges. However, three core challenges emerged: 1) Power inequities often persist despite calls for participation and collaboration; 2) critical theoretical reflections do not always translate into practical actions that challenge these inequities; and 3) bridging theory and practice necessitates developing interpersonal skills and fostering care. This research highlights the fragility of transdisciplinary methodologies and emphasizes the need to address power imbalances, bridge theory and practice, and cultivate interpersonal skills and care. It contributes to discussions on implementing transdisciplinary approaches that not only address epistemic challenges but also fulfill the political ambition of benefiting disenfranchised communities.

Islamization of science: Ziauddin sardar's critique of the universality of science

This qualitative research explores Ziauddin Sardar's critique of Western-influenced universal science. It employs a literature study to analyze Sardar's thoughts using various methods. The findings reveal that Islamic science, rooted in ethical principles, offers an alternative to Western science, which often overlooks diverse paradigms and local knowledge systems. While Islamic science excels in addressing region-specific issues, it may struggle with complex problems. In contrast, Western science, considered global, has historically caused environmental challenges by disregarding non-conventional paradigms. Therefore, Islamic science, with its inclusive approach to knowledge, presents a potential solution to the crises stemming from the dominance of Western scientific paradigms.

Totemism and Climate-Smart Adaptations in the Wasipe Traditional Area of the Savannah Region of Ghana

The belief in totems is very common in Ghana and other regions of Africa. This study looked at the development of Totemism over time in Ghana and Africa. The purpose of this research was to uncover the significance of Totemic climate smart adaption methods used in development discourse in Ghana’s ‘Wasipe’ Traditional Area of the Savanna Region. This has the potential to provide certain societal benefits related to climate-smart adaptation. The study adopted the Ethnographic theory as seen in Dewan and Haverkort’s conceptual approach to measure the relationship between nature and Totemism. At the same time, Ethnographic research provides insight into the cultural and social context in which people live and work. Both quantitative and qualitative data analysis were used for the study. The ‘Wasipe’ traditional area was purposively selected for the study because of the cultural background and experiences of the diverse endogenous knowledge systems and practices in the area. The target population consisted of traditional chiefs and opinion leaders who actively participate in the Community’s cultural, traditional and customary activities. Key among the findings include: “Wasipe” traditional area is divided into clans and groups according to Totemic beliefs. They mentioned leopard, tiger, rivers, tortoise, hawk, python, mudfish, electric fish, baobab tree, chameleon, parrot, spear, kapok tree, and some forms of tree species as totems in that traditional area. Totems help them to be able to forecast short, medium and long-term weather changes. It is recommended that multiple layers of actors and stakeholders should be involved in the planning and implementation of Ghana’s adaptation action. The paper concluded that Totemism continues to play a significant part in the day-to-day socio-political economic orientation, defying the effect of Western norms in our societies. This paper has shown that climate-smart adaptation strategies are cross-disciplinary and multidisciplinary. Keywords: Totem, Taboo, Sacrifice, Religion, Tradition, Culture, Climate, Chiefs, Cosmovision.

Exploring links between local knowledge, values and livelihoods in land-sea interface: insights on emerging tradeoffs and change in Southern Chile

ABSTRACT Local knowledge and values of coastal communities offer insights into the intricate human-nature relationships in the land-sea interface. Considering a diversity of values unveils how people perceive nature, encompassing both tangible and intangible dimensions, and this understanding is part of how they navigate dynamic environmental challenges by embracing livelihood diversification spanning land-sea activities. Better understanding of these values, relationships and diversification strategies can improve social-ecological systems theory and practice. Here we assess links between local knowledge, values and livelihoods in order to identify emerging tradeoffs. Using semi-structured interviews with qualitative and quantitative methods, we conducted a total of 88 interviews in five communities in Southern Chile. Local knowledge and values were collected as free-listing on terrestrial and marine species. We probed relationships between livelihood diversification and values, classified as relational, intrinsic, and instrumental. Our findings showed that marine species were most associated with instrumental values, while terrestrial species had a balance between relational, intrinsic and instrumental values. We observed that as communities expand their livelihoods and live closer to the city, they showed lower knowledge and values, and in these cases instrumental values predominate. Certain diversification strategies could lead to time constraints, impacting the transmission of knowledge and resulting in less values. Deeper and long-term cooperation between different actors to recover and protect different values is necessary to couple local knowledge and values with livelihood diversification. Our research provides valuable insights for policymakers aiming to develop holistic strategies that include relational values and leverage diverse knowledge systems to address contemporary environmental challenges.

Adaptive innovation and ethical dilemmas: a participatory action research study amongst cyclone-impacted households in Tamil Nadu, India

PurposeThis paper showcases how the PAR embedded in posthumanist perspectives enabled us to navigate several complexities in the field through methodological situatedness and pluralism. It also attempts to critically outline the drivers and barriers that shaped our capacities to engage with the PAR.Design/methodology/approachThe Tamil Nadu state in the Bay of Bengal along the southeast coast of India is one of the six regions in the world where severe tropical cyclones originate throughout the year. Storm surges in this region are well known for their destructive potential due to strong winds and heavy rainfall. This paper describes our participatory action research (PAR) journey towards strengthening grassroots action by providing access to safe and affordable housing for cyclone-impacted households (CIHs) in the Villupuram district of Tamil Nadu, India. The PAR was guided by an adaptive innovation model (AIM) that draws inspiration from posthumanism, action research and reflective practice traditions.FindingsThe insights from the PAR insist that we must recognise and work with diverse knowledge systems and situated practices to develop meaningful disaster risk reduction (DRR) and climate adaptation strategies. Our approach has to be rooted in the lived experiences of various vulnerable groups, their entanglements with nature and their everyday struggles of interacting with a complex social-ecological system.Originality/valueThis paper is an outcome of a PAR in a cyclone-impacted village in Tamil Nadu, India. The discussions and findings of the paper are original in nature and have not been published elsewhere.

Climate change, biodiversity loss, and Indigenous Peoples' health and wellbeing: A systematic umbrella review.

Indigenous Peoples worldwide are experiencing a cascade of impacts on their health and wellbeing as a result of climate change and biodiversity loss. Existing literature at the interface of climate change, biodiversity loss, and Indigenous health tells us that Indigenous Peoples are among those most disproportionately and acutely affected by these impacts. Yet, a gap exists with respect to comprehensively and critically synthesizing the impacts reported across this literature and identifying Indigenous-led responses. Guided by an Indigenous advisory group, we employed a systematic umbrella review methodology, following PRISMA guidelines, to characterize the global secondary literature (PROSPERO registration #: CRD42023417060). In so doing, we identified the proximal, intermediate, distal, and gendered impacts of climate change and biodiversity loss on Indigenous health and wellbeing as well as Indigenous-led responses. Five databases were searched for published reviews, along with a grey literature search that focused on underrepresented geographic regions in the academic literature. Two independent reviewers conducted two-stage screening, data extraction, and quality assessment of retrieved records. Basic descriptive statistics were calculated. Qualitative data were analyzed thematically, using a constant comparative approach. A total of 38 review articles met the eligibility criteria and 37 grey literature records were retrieved and included in the review. Reviews were published between 2010-2023 and geographically clustered in the Circumpolar North. Intersecting proximal, intermediate, and distal impacts were characterized as place-based and specific, and linked to colonialism as an antecedent to and driver of these impacts. Gendered impacts were underexplored within reviews. Reviewed literature underscored the value of engaging diverse knowledge systems; platforming localized, community-led adaptation to climate change and biodiversity loss, while addressing sociopolitical constraints to these efforts; and applying a broader conceptualization of health that aligns with Indigenous frameworks. Going forward, we must foreground equity- and rights-based considerations within integrated responses to climate and biodiversity crises.

Walking as a method for epistemic justice in sustainability.

We argue that walking as a method provides an integrative approach to advance epistemic justice in sustainability research. The theory and practice of walking as a method has grown quickly within the social sciences and arts but remains underrepresented in sustainability research, where walking is typically an object of study (e.g., urban walkability). We argue that walking should be valued as an important mode of knowledge production that simultaneously widens sustainability knowledge, integrates diverse knowledge systems, and supports transdisciplinary sustainability solutions. In this perspective article, we consider the following questions: (1) Why is walking important to sustainability knowledge? (2) How can walk-based methods advance epistemic justice in sustainability knowledge? (3) What outcomes might we expect from cultivating walking as a method for sustainability knowledge? We reflect on how walking as a method centers equity and the contributions of walk-based sustainability knowledge for research and policy.

Curriculum and NEP 2020: Perspectives and Inter-connections

There cannot be a more appropriate time for infusing the education system of India with flexibility, innovativeness and quality. National Education Policy (NEP), 2020, is a step in this direction which emphasises on inclusiveness, equity and quality with a clear focus on the attainment of learning outcomes. NEP 2020 promotes the adoption of learner-centric education which develops critical thinking, creativity and problem-solving skills and discourages rote learning methods. An effective education policy relies on strong curricular foundations for optimum results. An enriched curriculum should be rooted in India’s diverse culture, knowledge systems and traditions embracing local knowledge and cultural practices, on the one hand, and at the same time, should incorporate the modern-day learning perspectives developed by the curriculum theorists over the last century. This article analyses the idea of curriculum as conceived by different learning perspectives and how NEP 2020 draws inferences from them.

Science Learning in the Context of 'Indigenous Knowledge' for Sustainable Development

This study investigates the integration of Indigenous Knowledge (IK) into science education as a means to foster sustainable development among high school students. Through a qualitative descriptive approach, involving semi-structured interviews with 20 participants in Morocco, the research explores the impact of IK on enhancing students' understanding of local ecosystems, promoting interest in interdisciplinary studies, and contributing to cognitive and personal growth towards sustainable thinking. Findings indicate that incorporating IK into science curricula significantly enriches students' learning experiences by bridging the gap between traditional wisdom and scientific inquiry, thus making science education more relevant and engaging. This approach not only deepens students' appreciation for cultural diversity and environmental stewardship but also encourages a more holistic understanding of science and its application to global challenges such as climate change and biodiversity conservation. The study highlights the educational value of integrating IK in developing thinking and problem-solving skills, and a sense of global citizenship among students. It advocates for educational reforms that include IK as a vital component of science learning, suggesting that such integration can play a crucial role in achieving sustainable development goals by preparing students to engage thoughtfully with complex environmental and societal issues. This research contributes to the discourse on enhancing science education through the inclusion of diverse knowledge systems, offering insights into how such pedagogical innovations can support more sustainable and inclusive futures.

Pluralistic ecological governance: A comparative analysis of conservation practices among Tibetan communities of China

Extant scholarly discourse on ecological governance within China predominantly underscores the salient role of the central state. This is unsurprising given the statist policy trajectory transitioned from an emphasis on swift economic growth to focusing on emerging ecological challenges in the last decade. However, this article deviates from this prevailing emphasis, pivoting instead to the tangible practices and realities of ecological governance at the grassroots level. Through an ethnographic investigation, this article delves into the nuances of ecological governance within the Tibetan regions of Qinghai Province, China, emphasising the interplay between local communities, environmental non‐governmental organisations and the local state. The article introduces the concept of ‘pluralistic ecological governance’, advocating for the integration of diverse governance structures, institutional frameworks and stakeholder involvements. This approach encompasses a thorough consideration of diverse knowledge systems, motivations of community participation and local‐state relations, vital for addressing the complex nature of ecological issues. The study contends that ‘pluralistic ecological governance’ not only encompasses different stakeholders but also critically examines various forms of knowledge and motivations, along with the diverse interests these stakeholders contribute to both the discourse and practice of ecological conservation on the ground.

Decolonising doctoral education in an era of pandemic

PurposeThe purpose of this paper is to investigate the impact of the COVID-19 pandemic on doctoral education. Pandemics throughout history have generated new educational theories and practices, accelerated some trends and signalled the abrupt end of others. The unpredictable effects of the COVID-19 pandemic have particularly impacted upon First Nations and transcultural communities and People of Colour throughout the globe. A second significant recent global trend that occurred at the height of the pandemic was the reignited #BlackLivesMatter (#BLM) protest campaign. This campaign drew attention to the vast inequities faced by black, transcultural (migrant, refugee, culturally diverse and international) and Indigenous peoples and triggered rapid action in higher education institutions against racism and unconscious bias.Design/methodology/approachThis conceptual paper draws upon postcolonial/decolonial theory to demonstrate how the COVID pandemic and #BLM movement prompts us to revitalise doctoral education.FindingsThese two issues have created renewed urgency around the need to decolonise higher education and a desire to transform the “business-as-usual” geopolitical power dynamics that continue to privilege Northern knowledge over culturally diverse knowledge systems from First Nations and transcultural contexts. A key site where special opportunities exist to effect this transformation lies in doctoral education. Doctoral education is a significant location of new knowledge creation and the development of the world’s future researchers.Research limitations/implicationsApplying post/decolonial theory enables one to rethink how doctoral education should be changed to work towards greater decolonisation.Originality/valueThis study applies Santos’ ideas about “the sociologies of emergence” in the global South to think about how doctoral education should be reconstructed as a liberated zone of decolonisation and epistemic justice.