Inclusion Of Indigenous Knowledge Research Articles

High School Aetas’ Course Experience: Benchmark for Streamlining Curricular Program Management

Many of the Aeta students in the province are included in mainstream classrooms. As this causes the Indigenous some difficulty coping, the study analyzed four high schools regarding the course experience of 162 of their Aeta students. The researcher used a survey that he, through referenced studies, localized and translated—”Survey on Aetas’ High School Course Experience.” The survey yielded the most pronounced needs of Aetas—starting lessons with Aetas’ prior knowledge, school-based Indigenous centers, indigenized learning content, and more understandable media of instruction. The study used quantitative and descriptive, using a questionnaire to quantify the Aetas’ assessment of their high school experience with non-Indigenous classmates, teachers, and administrators. The study’s resulting discussion and conclusion suggested improvements through particularized versions of programs that could center on Inclusiveness Training for the teachers; school-based Indigenous Centers; the inclusion of indigenous knowledge in lessons; implementation and consistent management of school services and events that reflect inclusive on-campus services; generation of livelihood programs and on-the-job trainings that are mindful of the job-readiness of the Aetas; content training that is coupled with motivational counseling; the integration of technology that democratizes the access to information for all, with no exclusion against the non-mainstream.

The disappearing generation and climate change: evidence from Zimbabwe

The passing on of key elderly members of communities is presenting new challenges on the well-being of the natural environment as their disappearance signifies the end of Indigenous Knowledge that had protected the ecological environment. Using 60 in-depth interviews situated in 2 rural settlements in the Shamva District of Zimbabwe, complemented by documents on climate change literature, the article demonstrates that the dying of elderly community members is contributing to climate change. With unprecedented levels of migration globally in the absence of Indigenous Knowledge transfer, the continued survival of this important body of knowledge is seriously threatened and this is also greatly contributing to climate change. An end to the free-market economy has been proposed as a solution to address the global problem of climate change. However, the inclusion of Indigenous Knowledge into the education curriculum, including its digitalisation, may go a long way in climate change adaptation and mitigation.

Indigenous education at university: Stepping into and navigating the classroom

This article provides a critical insight into some of the key challenges that are found in Indigenous education at university. It achieves this through sharing the storied experiences of non-Indigenous pre-service teachers, academics and myself. Overall, the study found, through storying methodology, a total of 11 key challenges across interrelated areas of the university. These areas included the university classroom and the broader institution, as well as education policy, specifically the Australian Professional Standards for Teachers (APST) 1.4 and 2.4 by the Australian Institute for Teaching and School Leadership (AITSL). This paper will provide an in-depth insight into three key classroom challenges (1, 2 and 4). It will not address key institutional or policy challenges. Ultimately, this paper will argue that some schools in Queensland need to place a greater value on the inclusion of Indigenous knowledges and perspectives. A practical recommendation is also offered in this article to further strengthen Indigenous education at university.

The inclusion of indigenous knowledge into adult education programs: Implications for sustainable development

In this age of information exchange, where nations’ multiculturalism is prominent, developing a positive attitude towards local people’s knowledge and wisdom regardless of gender, faith, age, and other social class is prominent. This is because countries need to have a diverse population that embraces diverse indigenous knowledge systems and practices to be successful in their overall development activities. Indigenous knowledge is the basis of any form of education in which beautiful social connections and communication, as well as manifestation of everyday life, are established. It is known that indigenous knowledge needs to be developed. Therefore, the objective of this study is to investigate how indigenous knowledge systems and practices are integrated into adult education programs to bring about sustainable social development. It has been found that several indigenous knowledge systems and practices have made a great contribution to establishing indigenous education, which in turn supports area development. Therefore, it can be concluded that the inclusion of indigenous knowledge into adult education programs, has to grow for it to become a developmental policy agenda and intervention.

Role of Indigenous and local knowledge in seasonal forecasts and climate adaptation: A case study of smallholder farmers in Chiredzi, Zimbabwe

Accessible, reliable and diverse sources of climate information are needed to inform climate change adaptation at all levels of society, particularly for vulnerable sectors such as smallholder farming. Globally, many smallholder farmers use Indigenous knowledge (IK) and local knowledge (LK) to forecast weather and climate; however, less is known about how the use of these forecasts connects to decisions and actions for reducing climate risks. We examined the role of IK and LK in seasonal forecasting and the broader climate adaptation decision-making of smallholder farmers in Chiredzi, Zimbabwe. The data were collected from a sample of 100 smallholder farmers. Seventy-three of the 100 interviewed farmers used IK and LK weather and climate forecasts, and 32% relied solely on IK and LK forecasts for climate adaptation decision-making. Observations of cuckoo birds, leaf-sprouting of Mopane trees, high summer temperatures, and Nimbus clouds are the main indicators used for IK and LK forecasts. The use of IK and LK climate forecasts was significantly positively associated with increasing farmer age and farmland size. Farmers using IK and LK forecasts implemented, on average, triple the number of adaptation measures compared with farmers not using IK and LK. These findings demonstrate the widespread reliance of farmers on IK and LK for seasonal forecasts, and the strong positive link between the use of IK and LK and the implementation of climate adaptation actions. This positive association between IK and LK usage and the implementation of adaptation actions may be widespread in smallholder farming communities throughout Africa and globally. Recognition and inclusion of IK and LK in climate services is important to ensure their continued potential for enhancing climate change adaptation.

Drawing from Indigenous ontologies and practices to rethink European water policy

AbstractThe purpose of this article is to begin a discussion of how Indigenous ontologies and practices might be brought to bear on water policy and management in Europe. Such a discussion represents an ironic historical shift in the sense that these ontologies and practices have survived and continue to evolve in countries that have been characterized by European colonization (i.e., Australia, Canada, US, New Zealand, countries of Africa and South America, and not excluding the Sámi people of northern Europe). Increasingly research and policy interest has been directed toward the inclusion of Indigenous knowledge and perspectives in water governance in some of these places, especially Australia, Canada, and New Zealand. Here, we ask whether they might be a source of inspiration for rethinking the water policy in Europe. We argue that certain elements of Indigenous water knowledge and practices can be drawn from to reform European water policy on the ontological premise that people are part of nature and based on establishing and nurturing moral and legal relationships between water and people based on principles of respect and reciprocity.

Monitoring the Health of Coastal Environments in the Pacific Region-A Review.

Coastal areas provide important ecological services to populations accessing, for example, tourism services, fisheries, minerals and petroleum. Coastal zones worldwide are exposed to multiple stressors that threaten the sustainability of receiving environments. Assessing the health of these valuable ecosystems remains a top priority for environmental managers to ensure the key stressor sources are identified and their impacts minimized. The objective of this review was to provide an overview of current coastal environmental monitoring frameworks in the Asia-Pacific region. This large geographical area includes many countries with a range of climate types, population densities and land uses. Traditionally, environmental monitoring frameworks have been based on chemical criteria set against guideline threshold levels. However, regulatory organizations are increasingly promoting the incorporation of biological effects-based data in their decision-making processes. Using a range of examples drawn from across the region, we provide a synthesis of the major approaches currently being applied to examine coastal health in China, Japan, Australia and New Zealand. In addition, we discuss some of the challenges and investigate potential solutions for improving traditional lines of evidence, including the coordination of regional monitoring programs, the implementation of ecosystem-based management and the inclusion of indigenous knowledge and participatory processes in decision-making.

Inclusion of indigenous knowledge in the new primary and middle school curriculum of Ethiopia

This study investigated the inclusion of indigenous knowledge (IK) in the Amhara Region’s new primary and middle school textbooks in a trial. For this purpose, book reviews of the three purposely selected primary and middle school textbooks were made. Besides, data were collected from 372 teachers and interviews were also made with 28 sample teachers. The collected data were analyzed quantitatively using number counts, percentage, mean and standard deviation, whereas the qualitative data were analyzed using descriptions and text narrations. Findings revealed that although there are encouraging attempts to include IK in the textbooks, still the inclusion of IK in the new textbooks is not significant. In the Grade 5 Environmental Science textbook, only a few lessons involve twenty-eight out of one hundred fifty activities that indicate IK. Similarly, in Grade 6 Environmental Science, it is only eleven out of one hundred-six activities, and in Grade 7 Social Study, thirteen out of sixty-six activities enable learners to share IK systems. Besides, in the Grade 7 General Science, about 79% of activities in the lessons were not directly inviting learners to link them with their IK. The findings of the three sample textbooks revealed that the majority of contents that included exercises, project works, and graphic representations demonstrate a low level of context-based IK incorporation. Accordingly, despite some progress being made, the newly designed textbooks still require more improvements in including more context-based and IK-focused activities in the lessons and the proper integration of IK with 21st-century skills.

Principles of Post-Colonial Adult Education: The Case of Adult Education Programmes in Tanzania

Using content analysis techniques, this case study analysed three adult education programmes in the light of post-colonial education theorisation, in order to determine how best adult education programmes can be designed and implemented. The study assessed how adult education programmes are designed in terms of the five principles of glocalisation, empowerment, participation, holisticness and flexibility. The findings reveal that there are about 19 key elements to consider when designing adult education programmes in the context of post-colonial education. The findings further reveal that the analysed programmes have most the elements of post-colonial education, although there is still room for improvement especially with considerations for more inclusion of indigenous knowledge and technologies; more oral and practical elements within curricula; and use of local traditional experts; but at the same time integrate global issues in the curricula. The study recommends on benchmarking programme designs with principles of adult education; on the need to review adult education programmes from time to time, in order to align the programmes with principles; and on the need to use the principles analysed in the study to trigger more thinking on post-colonial education, and on adult education.

Asking the experts: Indigenous educators as leaders in early education and care settings in Australia

The educational rationale behind the inclusion of Indigenous knowledges and perspectives in early education and care services in Australia is grounded in effective engagement and support of Indigenous families. Additionally, this inclusion aims to promote non-Indigenous understanding and recognition of Indigenous peoples, with a view to strengthening reconciliation and improving outcomes for Indigenous children. However, a lack of confidence and capacity of a largely non-Indigenous early childhood educator cohort has resulted in either the absence or misrepresentation of Indigenous knowledges and/or perspectives. This paper presents research that identifies Indigenous peoples as the owners and experts of Indigenous knowledges and perspectives. Employing a qualitative approach from within an Indigenous methodological framework, the research engaged the expertise of Indigenous educators to identify and recruit additional research participants. From this research, it is clear that specific characteristics related to knowledge, experience and understanding position Indigenous educators as the most valuable and capable leaders in the inclusion of Indigenous knowledges and perspectives in early education and care settings.

Dissent against ‘Definition debates’ about Social Work

This commentary dissents against definition debates. I argue that ongoing discussion about what social work is needs to find a common ground of recognition. Arguments about the bifurcation, demise or “end of social work” are challenged. Starting with the position that social work operates on a necessarily contested and contradictory space, the case is made for a shared definition of social work as a “mediator in the social”. To stand up as a foundational definition for the diversity of social work worldwide, “mediation in the social” as described by Philp (1979) requires important updates to fit the complex “socials” of the 21st century. This necessitates a shift from the inclusion of Indigenous knowledge as an add-on to expansively identifying indigenous knowledge as a constant that underpins social work internationally. This definition needs to be founded on shared values and assumptions that capture the essence of social work such as citizenship, relational practices, human rights and social justice as expressed in diverse cultural contexts worldwide.

Community Engagement and Psychometric Methods in Aboriginal and Torres Strait Islander Patient-Reported Outcome Measures and Surveys-A Scoping Review and Critical Analysis.

(1) Background: In healthcare settings, patient-reported outcome measures (PROMs) and surveys are accepted, patient-centered measures that provide qualitative information on dimensions of health and wellbeing. The level of psychometric assessment and engagement with end users for their design can vary significantly. This scoping review describes the psychometric and community engagement processes for PROMs and surveys developed for Aboriginal and Torres Strait Islander communities. (2) Methods: The PRISMA ScR guidelines for scoping reviews were followed, aimed at those PROMs and surveys that underwent psychometric assessment. The Aboriginal and Torres Strait Islander Quality Appraisal Tool and a narrative synthesis approach were used. (3) Results: Of 1080 articles, 14 were eligible for review. Most articles focused on a validity assessment of PROMs and surveys, with reliability being less common. Face validity with Aboriginal and Torres Strait Islander communities was reported in most studies, with construct validity through exploratory factor analyses. Methodological design risks were identified in the majority of studies, notably the absence of explicit Indigenous knowledges. Variability existed in the development of PROMs and surveys for Aboriginal and Torres Strait Islander communities. (4) Conclusions: Improvement in inclusion of Indigenous knowledges and research approaches is needed to ensure relevance and appropriate PROM structures. We provide suggestions for research teams to assist in future design.

Using Talanoa as a Research Method can Facilitate Collaborative Engagement and Understanding between Indigenous and Non-Indigenous Communities

Inclusion of indigenous knowledge and voices is paramount if societal transformations relative to climate change are to be fully and appropriately considered. However, much of the research in this area still uses Western-based research methodologies rather than methodologies driven by the local Indigenous communities. Therefore, it is highly likely that large numbers of affected communities remain excluded from global discussions and decisions around climate change solutions and policy. This article presents talanoa, a qualitative culturally centred research methodology used in many Pacific Island countries. As non-Indigenous researchers, we present our exploration of Indigenous research methods and talanoa experiences in a framework that confirms the importance of relationships when conducting research with Indigenous communities. We also propose that talanoa is a crucial component for qualitative research as it can help facilitate knowledge exchange and understanding among Indigenous and non-Indigenous communities.

Toward Indigenous visions of nature-based solutions: an exploration into Canadian federal climate policy

ABSTRACT Political traction for nature-based solutions is rapidly growing as governments recognize their role in addressing the simultaneous climate and biodiversity crises. While there has been recognition of the role of Indigenous Peoples in nature-based solutions, there has also been limited academic review on their relationship. This paper explores how the Government of Canada’s conceptualization of nature-based solutions either support or prevent Indigenous sustainable self-determination. Drawing on past policy frameworks, we construct a novel four-dimensional sustainable self-determination policy lens focused on: Indigenous knowledge systems; Indigenous jurisdiction over land; the full and effective participation of Indigenous Peoples; and Indigenous Peoples as rights-holders to review a total of nine federal climate policy, planning, and science documents. Our analysis shows that while there is growing recognition of Indigenous rights, inclusion of Indigenous knowledge, and commitments to include the participation of Indigenous Peoples in the implementation of certain climate activities, there is a clear unwillingness to recognize Indigenous jurisdiction and Indigenous understandings of land as systems of reciprocal relations. Reframing nature-based solutions in the context of Canadian and international climate policy is essential not only to advance the self-determination of Indigenous Peoples, but also to create the ceremonial ground for Indigenous visions of nature-based solutions in order to address these joint crises. Key policy insights Despite a growing recognition of the role of nature-based solutions in climate policy, there is limited discussion of how current framings support or prevent Indigenous self-determination. Without such consideration, and the appropriate protection and recognition of Indigenous rights and jurisdiction, nature-based solutions risk perpetuating a form of climate colonialism that facilitates further violence and land dispossession against Indigenous Peoples. Framings of nature-based solutions could benefit from Indigenous ontologies to reframe discussions on the reciprocal connection between humans and nature, advancing a relational framework of nature-based solutions. A novel sustainable self-determination policy lens may assist Parties consider how, and in what capacity, they are considering the rights of Indigenous Peoples, as required by the Paris Agreement and the United Nations Declaration on the Rights of Indigenous Peoples.

Integration of Indigenous Knowledge into Adult Learning Material Development and the Facilitation Methodology

Connecting indigenous knowledge systems and practices with adult education programs has priceless value of promoting and transferring indigenous perspectives from generation to generation. Indeed, education is the surest path to ensuring social continuity when it ought to be based on the real-life experiences of learners and what their immediate environment and social realities entail. This demands the development of relevant adult learning materials and the utilization of participatory facilitation methodologies. Considering this in mind, this study was aimed to explore the integration of indigenous knowledge into adult education practices. In doing so, a case-study design was employed. The study sample was composed of eighteen experts, seven adult education literacy center coordinators, and seventy adult learners. Interview and FGD were considered the major data-gathering tools. Also, thematic analysis was the center of this study’s data analysis. As a result, the finding indicated that even though adult learners have diverse learning experiences, narrow emphasis has been given to the development of learning concepts and objectives in adult learning materials. The application of appropriate facilitation methods through participating experienced learners remains symbolic. To enhance the positive inclusion of indigenous knowledge into adult learning, learning material and its facilitation environment must be conducive and adequately be portraited. Therefore, the objective of this study is to explore the existing practice of indigenous knowledge integration into adult education in North Wollo, from the perspectives of learning material development and utilization of the facilitation methodology.

Rethinking the Engineering Design Process: Advantages of Incorporating Indigenous Knowledges, Perspectives, and Methodologies

A recent increase in interest in the inclusion of Indigenous Ways of Knowing in engineering education has led to the discussion on how to bridge the worldviews of Indigenous Peoples and modern engineers. A literature review was performed to identify issues in current engineering practice, explore the value of perspective in the process of problem solving, distinguish the differences between engineering and Indigenous worldviews, analyze how these worldviews are compatible and incompatible, and formulate a general approach and value system for engineers going forward. Findings show that there is a need to revise how engineers approach problems, and that the consideration of alternative perspectives can provide new avenues for solving problems. There were indications of potential for symbiosis between Indigenous cultures and engineering, as the inclusion of Indigenous knowledges in engineering and engineering education would not only preserve Indigenous cultures, but alsoimprove the quality of engineering design solutions.

Land acknowledgements in the academy: Refusing the settler myth

Land acknowledgements have become almost ubiquitous in post-secondary education settings in Canada. However, the origins and widespread popularity of these practices has gone largely unexamined. In this article, the literature on land acknowledgement practices in Canada is reviewed, focusing in particular on the growing criticisms of these acknowledgements. While initially understood as culturally based political statements to resist the erasure of Indigenous presence and colonial violence, these practices have been repurposed in settler institutions. Land acknowledgements have now become deeply embedded in state-sponsored “forgive-and-forget” reconciliation efforts that seek to absorb Indigenous peoples into the body politic of “good Canadians”. This shift in acknowledgement practices has been increasingly criticized for devolving into box-ticking exercises, strictly symbolic gestures, moves to settler innocence, and attempts to rewrite Indigenous and settler colonial history. Analysing the literature using a lens of settler colonial theory, I argue that institutionalized land acknowledgements in Canada do not pertain to actual Indigenous peoples. These statements reference a mythical fabrication of Indigenousness that is consistent with settler dreams of benevolence, innocence, and the end of colonization in Canada. This co-optation of Indigeneity has important implications for recent efforts to “Indigenize the academy” through the inclusion of Indigenous knowledges in curriculum. In response to this subversion of Indigenous knowledges, a stance of refusal on the part of Indigenous members of the academy can be a demonstration of agency in institutions in which we are relatively powerless.

Entwining indigenous knowledge and science knowledge for sustainable agricultural extension: exploring the strengths and challenges

ABSTRACT Purpose To explore the challenges and strengths of employing an extension approach, which entwines indigenous knowledge and science, for the purpose of enhancing sustainable agricultural practices. Design/methodology/approach We assessed an agricultural extension approach which entwined indigenous knowledge and science. Data for this paper were qualitative and quantitative in nature as gathered from semi-structured interviews, farmer observations, surveys and the researcher’s field notes. Findings Indigenous knowledge has enormous potential to contribute to sustainable agriculture, yet it is rarely included in agricultural extension. There are many inhibiting factors which may contribute to the lack of inclusion of indigenous knowledge in extension programmes, including: perceived value of indigenous knowledge; knowledge protocols; cultural constraints; access to indigenous knowledge; and, misrepresentation of indigenous knowledge, but also strengths such as enhanced sustainable agricultural practices. Practical Implications Understanding the strengths and challenges of entwining indigenous knowledge and science may support extension policies which further value indigenous knowledge and recognise accessibility and property rights, thus maximising the strengths and limiting the challenges. Theoretical implications Whilst the present study further supports theories which recognise the challenges (accessibility; perceived value; intellectual property rights; cultural embeddedness) and strengths (contribution to sustainable agriculture) of including indigenous knowledge in agricultural extension, this study also offers an alternative approach to agricultural extension. Originality Much has been written regarding the value of indigenous knowledge and its potential in sustainable agriculture. This paper explicitly reports on the strengths and challenges of entwining indigenous knowledge and science in an alternative agricultural extension approach.

Gender and Indigenous Perspectives In English Courses

This study presents the situation of inclusion of gender and indigenous perspectives in the M Ed English courses namely ‘Interdisciplinary Readings Part-1’ and ‘Readings in English’. It is basically a textual analysis of how gender roles are represented in the different texts of these courses and to whether there is the inclusion of indigenous knowledge in the texts to relate the previous knowledge of the readers with the new knowledge to be imparted. The researchers analyzed the texts in both courses and found that both courses were not able to respect gender balance in the matter of inclusion of female writers and female related issues though there are a significant number of texts with female names. Not only this, the inclusion of indigenous knowledge was also slightly neglected in both courses which may result in less interest of students. The researchers recommend including both perspectives properly in the courses of English so that the students enjoy learning new things linking them with what they have been practicing while reading the texts. The study will contribute to the syllabus designers, textbook writers, researchers and future teacher trainers for developing some insights related to these issues and help learners learn with pride and the feeling of ownership on gender issues and IK.

Indigenous Knowledge in Early Childhood Education: Building a Nest for Reconciliation

This article is based on my dissertation study exploring how Indigenous knowledges were experienced by non-Indigenous students in an ECE diploma program at a Canadian college. Analysis of participants’ stories through the lens of critical pedagogy helped identify experiences with Indigenous knowledges and Reconciliation. Critical reflection on these experiences identified key findings: 1) the promise of transformative learning, 2) an acceptance of the truths and realities of Canadian history, and 3) the necessity of experiencing Indigenous knowledges. Through the metaphor of building a nest, I see transformative learning, truth telling, and inclusion of Indigenous knowledges as a path toward Reconciliation of Indigenous and non-Indigenous peoples within early childhood education programs.