Integration Of Indigenous Knowledge Research Articles

Model Pengembangan Kurikulum Merdeka Berbasis Integrasi Indigenous Knowledge

This research aims to provide insight and inspiration for educators, curriculum developers and other stakeholders in enriching students' educational experiences through the integration of Indigenous Knowledge in the independent curriculum. An independent curriculum refers to an approach that places students as active subjects in the learning process. This research uses a qualitative approach with a case study method. The data collection techniques used were observation, interviews and documentation. Testing the validity of data in qualitative research uses triangulation, while data analysis uses data reduction, data display or data presentation, and conclusion. The research results of this research are; (1) adapting the curriculum to the vision of the institution, (2) developing learning materials and resources, (3) training and support for teachers with an independent curriculum development model based on the Integration of Indigenous Knowledge (indigenous knowledge) using the Beauchamp model with steps to respect cultural diversity, determining curriculum coverage, determining the parties involved, formulating the objectives, implementation and implementation of the curriculum and evaluation.

Life sciences teachers’ integration of indigenous knowledge: A vision for making science classrooms culturally responsive

This article presents findings from a qualitative study exploring factors influencing life sciences teachers’ integration of indigenous knowledge (IK) across various topics in grades 10-12, as mandated by the curriculum and assessment policy statement in South Africa. Despite this mandate aiming to enhance accessibility and comprehension, many teachers struggle to integrate IK meaningfully. Through in-depth interviews and lesson observations with five teachers in Gauteng Province, the study reveals challenges such as inadequate training, limited support structures, and negative attitudes towards IK. Observations highlight deficiencies in pedagogical content knowledge related to IK integration. The study suggests intensified teacher training and future research focusing on textbook content and leveraging information and communication technologies to digitize IK and make its integration more meaningful and interesting. This will enhance educational experiences for both the teachers and learners in life sciences classrooms.

Toward participatory participation: A community perspective on effective engagement in post-disaster recovery and reconstruction

ABSTRACT Engaging citizens is crucial in disaster recovery efforts, yet its actualization remains elusive. Communities often find themselves relegated to passive recipients, leading to suboptimal reconstruction projects. The primary objective of this study was to explore the community’s perspective regarding optimal processes and outcomes requisite for their meaningful participation, aligning these insights with community development principles. Utilizing qualitative research methodologies such as face-to-face interviews, observations, focus group discussions, and questionnaire surveys the study identified key processes, including equitable stakeholder representation, empowerment in decision-making, integration of indigenous knowledge, early community engagement, and capacity enhancement. These processses are pivital for achieving sustainable development outcomes such as project ownership and successful attainment of project objectives. This research provides critical insights into engaging residents in post-disaster recovery and reconstruction efforts emphasizing the integral role of community development in facilitating inclusive and effective recovery and ensuring projects meet community needs and expectations.

Dynamic reciprocal contributions between Indigenous communities and cultural keystone species: A study case in Western Ecuador

Abstract The reciprocal contributions concept provides a holistic approach to understanding management of natural resources in social‐ecological systems. The purpose of this study was to understand how Indigenous peoples build reciprocal contributions with cultural keystone species (CKS) through their dynamic knowledge systems. We explore the cultural value and reciprocal contributions between an endemic palm locally known as tagua (Phytelephas aequatorialis Spruce) and the Indigenous Commune of Salanguillo in western Ecuador. We use a multidisciplinary, mixed methods approach (including participant observation, focus group discussions, talking maps and social surveys) to identify reciprocity at three human dimensions (institutional‐social‐political, biophysical and symbolic–linguistic–cultural). Our study revealed multiple and diverse reciprocal contributions between people and tagua across all dimensions, and the tagua palm was identified as a CKS. Interactions with tagua reflect broader social‐ecological changes in the region. Reciprocal contributions between tagua and the Commune are built through direct individual experience, but also rely on communal and national institutional agreements. Integration of Indigenous knowledge with the global environmental discourse underpins the place‐based learning strategies for the sustainable use and management of tagua and human well‐being. Read the free Plain Language Summary for this article on the Journal blog.

Integrating Indigenous Knowledge in South African Geography Education Curricula for Social Justice and Decolonization

This paper analyzes the integration of indigenous knowledge into South African geography education as an intersection of social justice and decolonial imperatives. Historically, colonial education systems have marginalized indigenous epistemologies by privileging Western knowledge as universally superior. Integrating indigenous perspectives into curricula can counter this legacy by promoting cognitive justice and unsettling Eurocentric dominance. However, meaningful integration requires moving beyond superficial additions of indigenous elements within unchanged Western-centric curricula as this risks appropriating indigenous knowledge in disempowering ways. The paper argued that ethical integration necessitates recentring indigenous knowledge systems in their own right alongside Western frameworks to enact pluralistic, horizontal cognitive frameworks. A qualitative literature analysis identified key themes around recognizing indigenous epistemologies, dismantling enduring hierarchies, and developing responsible community-centred integration processes. While systemic constraints pose barriers, integrating indigenous perspectives into geography education holds the transformative potential to advance both social justice inclusion aims and decolonial decentralization agendas. This convergence provides opportunities to develop anti-oppressive curricula that empower marginalized knowledge and ontologies. However, realization requires extensive efforts to sustain reflexivity and enable indigenous self-determination over knowledge. Ultimately, the paper underscored that indigenous knowledge integration must move beyond tokenism towards fundamentally transforming education systems through ethical, empowering processes grounded in partnerships with indigenous communities. This is vital for nurturing students able to navigate the world through plural epistemologies and enacting both social justice and decolonial futures. Keywords: Indigenous Knowledge, Decoloniality, Social justice, Geography Education

Improving Indigenous health equity within the emergency department: a global review of interventions

IntroductionIndigenous health equity interventions situated within emergency care settings remain underexplored, despite their potential to influence patient care satisfaction and empowerment. This study aimed to systematically review and identify Indigenous equity interventions and their outcomes within acute care settings, which can potentially be utilized to improve equity within Canadian healthcare for Indigenous patients.MethodsA database search was completed of Medline, PubMed, Embase, Google Scholar, Scopus and CINAHL from inception to April 2023. For inclusion in the review, articles were interventional and encompassed program descriptions, evaluations, or theoretical frameworks within acute care settings for Indigenous patients. We evaluated the methodological quality using both the Joanna Briggs Institute checklist and the Ways Tried and True framework.ResultsOur literature search generated 122 publications. 11 articles were selected for full-text review, with five included in the final analysis. Two focusing on Canadian First Nations populations and three on Aboriginal Australians. The main intervention strategies included cultural safety training, integration of Indigenous knowledge into care models, optimizing waiting-room environments, and emphasizing sustainable evaluation methodologies. The quality of the interventions was varied, with the most promising studies including Indigenous perspectives and partnerships with local Indigenous organizations.ConclusionsAcute care settings, serving as the primary point of access to health care for many Indigenous populations, are well-positioned to implement health equity interventions such as cultural safety training, Indigenous knowledge integration, and optimization of waiting room environments, combined with sustainable evaluation methods. Participatory discussions with Indigenous communities are needed to advance this area of research and determine which interventions are relevant and appropriate for their local context.

INDIGENOUS KNOWLEDGE INTEGRATION IN AUSTRALIAN CURRICULUM: CULTURALLY RESPONSIVE PEDAGOGY AND PERSPECTIVES FOR VIETNAM

This paper explores the Australian curriculum's integration of Indigenous knowledge and perspectives, highlighting its potential to foster cultural inclusivity and social justice in education. Culturally responsive pedagogy is highlighted as a key component, acknowledging the richness of Indigenous cultures and traditions. Particularly, the Australian curriculum's standards 1.4 and 2.4 emphasize the significance of recognizing Indigenous worldviews, traditional ecological knowledge, and contributions to national heritage. The article suggests that Vietnam, with its diverse Ethnic Minority (EM) groups, can benefit from Australia's approach. Embracing EM knowledge and culturally responsive pedagogy may help Vietnamese educators create a more inclusive education system, celebrating cultural diversity and promoting tolerance and national unity. This paper advocates for valuing and integrating Indigenous and EM's perspectives in educational frameworks as a means to enrich and empower learners, fostering a more just and equitable society.

Toward Culturally Responsive Qualitative Research Methods in the Design of Health Technologies: Learnings in Applying an Indigenous Māori-Centred Approach

There is a growing call for health researchers to address the inequities in healthcare experienced by indigenous populations by focusing on the development of culturally responsive research approaches. This article presents a contextual example from Aotearoa New Zealand (NZ) of how indigenous (Māori) knowledge and practices helped reimagine and enhance an existing qualitative descriptive research protocol exploring clinicians’ perspectives of robotic rehabilitation for people with stroke. The intent was to develop a research design that upheld and valued mātauranga Māori (indigenous knowledge systems) alongside Western clinical sciences knowledge. To achieve this, a collaboration of non-indigenous (tauiwi) and indigenous researchers with experience in Qualitative and Kaupapa Māori (indigenous) methodologies, and clinical practice was formed. The researchers undertook a cyclical process of relationship building, engagement with mātauranga Māori, discussion and exploration of how indigenous knowledge and practices could inform and shape the existing study design. Key influences in adapting the research design were drawn from Māori ethical principles, Māori frameworks of health and wellbeing, and Māori cultural practices for clinical engagement. Drawing on indigenous knowledge and practices to develop a Māori-centred research method resulted in significant changes to the study design, methods, and interview approach. Focused development of a culturally responsive approach enabled the researchers to engage indigenous participants in a research process that was safe, respectful, and culturally appropriate. Transformation occurred within the researcher-participant relationship from one often characterised as transactional, to one of deeper connection and reciprocity, which facilitated a richer and more in-depth inquiry. The explicit valuing and integration of indigenous knowledge and practices in adapting the research method strengthened the cultural responsivity of the research. Central to the process was prioritising working in relational partnership. Non-indigenous researchers’ self-reflection on their own culture, alongside being attuned to the influence of historical, political, and social contexts of the participants experiences proved essential.

“Opportunities for Indigenizing Mathematics Pedagogies and Practices in Southern Province, Zambia”

This study investigates the opportunities perceived by teachers in implementing indigenized mathematics education in Southern Province, Zambia. Indigenized education aims to integrate indigenous knowledge and cultural practices into mainstream curricula, enhancing educational relevance and inclusivity. Employing a sequential exploratory mixed-methods design, this research collected quantitative data from structured questionnaires distributed to 55 mathematics teachers and qualitative data from in-depth interviews with 15 teachers. The findings reveal multiple perceived benefits of indigenized mathematics education. Teachers reported that such an approach enhances student understanding and engagement by making mathematical concepts more relatable to students’ cultural contexts. It also fosters a sense of pride and identity, bridges the gap between traditional knowledge and formal education, and strengthens school-community relationships. The study underscores the necessity of professional development programs focused on indigenous pedagogies, the creation of culturally relevant teaching materials, and the active involvement of indigenous communities in educational processes. The results highlight significant opportunities for improving mathematics education through the integration of indigenous knowledge. These insights provide a foundation for policy and practice enhancements aimed at creating a more inclusive and culturally responsive educational system. Future research should focus on expanding sample sizes, examining long-term impacts of professional development and curriculum reforms, conducting comparative studies, and exploring interdisciplinary approaches to further understand the benefits and challenges of indigenized education.

Challenges and Developments in Multilingual Education in Indigenous Amazonian Communities of Peru

This paper investigates multilingual education challenges and developments in Indigenous Amazonian communities of Peru, focusing on language preservation and the integration of traditional knowledge. Addressing historical marginalization and current issues, such as linguistic diversity and cultural relevance, the study proposes community-centric approaches, collaboration with Indigenous leaders, and curriculum integration as solutions. Success stories in localized education programs showcase transformative community engagement. The integration of Indigenous knowledge is explored as a strategy for sustainable development. The study envisions a future where Indigenous languages thrive, and education becomes a conduit for cultural celebration and global connectivity.

Exploring the benefits of applying indigenous knowledge (IK) into foresight process

PurposeIndigenous knowledge is an essential element for unveiling the evolutionary journey of socio-culture phenomena. One of the key challenges in foresight exercises is to incorporate social-culture issues such as culture, lifestyle and behavior (referred as indigenous knowledge) into the study. However, the statistical trends of those factors tend to be either not available or limited unlike the population or economic related factors. The purpose of this study is to present the use of valuable data from indigenous knowledge to enhance the foresight exercise through the better understanding of social dynamics and changes.Design/methodology/approachThe fragmented form of indigenous knowledge is analyzed and converted into a structured data format and then interpreted to unveil the evolutionary journey of socio-cultural phenomena. This study applies a scenario development method to visualize the results of foresight by comparing before and after the integration of indigenous knowledge. Finally, an assessment was conducted to reflect the value enhancement resulting from the integration of indigenous knowledge into the foresight process.FindingsWith the proposed approach, the foresight study on the future development of Thai food was demonstrated. The findings of this study show that the use of indigenous knowledge on eating behavior, cooking style and food flavor helps improve the alternative scenarios for the future development of Thai foods.Practical implicationsIndigenous knowledge can be applied to develop plausible scenarios and future images in foresight exercises. However, by nature, indigenous knowledge is not well-structured and, therefore, needs to be analyzed and turned into structured data so that it can be interpreted before integrating into the foresight process.Originality/valueThis study is one of few studies addressing the opportunities for integrating indigenous knowledge into foresight process. Indigenous knowledge can unveil the evolution of socio-cultural changes to improve the results of foresight study, especially the cases where statistical data and trends may not be sufficient to foresee future development.

Investigating the adoption of indigenous knowledge in mitigating climate-linked challenges

Indigenous knowledge (IK) plays a crucial role in rural African communities by contributing to the development of mitigation and adaptation strategies, enhancing resilience to climate-related challenges. However, there is limited documentation of its application in South Africa. This study investigates the adoption of IK in the Vhembe district, focusing on general use, disease prediction and farming practices. Results indicate that the respondents possessed a rich reservoir of IK, with 76.1% affirming its use for different purposes. Most respondents (75.3%) use IK for farming, with 63.1% using it for disease prediction. Most participants (74.3%) reported adequate confidence levels in their use of IK for general purposes. Respondents who had stayed longer in Vhembe reported higher confidence levels in using IK, as did those above 66 years old in using this knowledge system for disease prediction. The use of IK indicators for early warning of malaria outbreaks was also documented. Investigating and documenting IK use in communities could inform the basis for preservation and hence, enhance IK recognition. The integration of IK in the development of early warning systems may enhance their relevance and effectiveness in combating the effects of climate change and infectious diseases.

Contributions of African Traditional Knowledge to Community Development Theory and Practice

Africa's capacity for developing, testing, and applying traditional knowledge is closely linked to its indigenous knowledge capacity. This paper explores the role of Indigenous knowledge in community development and the challenges associated with its integration into development theories and initiatives. Colonialism, which diminished the relevance of traditional knowledge and promoted Western development techniques, has left a legacy of dependency on Western knowledge systems. As a result, the contribution of Indigenous knowledge to community development and other developmental practices has often been overlooked. This study employs a quantitative research method based on secondary data analysis to investigate these issues. The findings highlight the significant potential of Indigenous knowledge in contributing to development efforts. However, various factors, including restrictive rules, regulations, standards, and limited funding for Indigenous knowledge research, documentation, and application, hinder its full utilisation. To address these limitations, this paper recommends the development of a clear research agenda for Indigenous knowledge, with articulated research objectives and expected outcomes. Additionally, the establishment of frameworks for validating knowledge within the educational system is proposed. These measures aim to enhance the recognition and integration of Indigenous knowledge into development practices, fostering a more holistic and culturally sensitive approach to community development.

DECOLONISATION OF PRE-SERVICE TEACHER EDUCATION CURRICULUM FOR EQUITY AND SOCIAL JUSTICE IN HIGHER EDUCATION

The transition from apartheid to democracy came with high expectations for a speedy transformation. The education system in South Africa before 1994 was rooted in segregation and inequality among the social groups that exist in South Africa. Hence, the education system post-independence has endeavoured to provide not only physical access but also epistemological access to learning for all students. Therefore, the fundamental purpose of education is to provide an impartial and comprehensive curriculum. Pre-service teacher education is a critical component of higher education in any country. Thus, the provision of teacher education within institutions of higher learning is a crucial societal force capable of advancing a curriculum that is transformative and grounded in a framework of social justice. The objective of this research is to enhance the potential for decolonising pre-service teacher education to promote equity and inclusivity, utilising social justice. The curriculum in question revitalises social justice that prioritises the significance of the individual aspects of pedagogy, the politics of diversity, and the correlation between pedagogy and agency. The utilisation of literary voices in teacher education was deemed a valuable approach in examining the potential of social justice theory as coined by Rawls (1971), to contribute to a more inclusive and equitable teacher education curriculum, guided by transformative principles for pre-service teachers. A systematic literature review of various literature sources revealed that the integration of novel concepts and topics into teacher education is critical for transformation. The integration of indigenous knowledge, history, and languages into teaching and learning will critically engage students in knowledge, power, and being. Thus, the transformative curriculum through social justice will enhance parity and inclusiveness in the delivery of educational curricula. This research contributes to the discourse on the decolonisation process for higher education, which has long been predominantly framed in Eurocentric pedagogy in South Africa. Hence, an alternative viewpoint on pre-service teacher education curriculum calls for decolonisation using social justice theory.

Is there Room for Other-than-Human Agency in Transdisciplinary Research? An Ethnographic Reflection

The article argues that most of the debates on interdisciplinary and transdisciplinary research and co-production focus solely on human actors and human agency and, as a result, fail to acknowledge the role of other-than-human agency in fields where it plays a central role, environmental governance being one of them. Two cases are presented and analyzed. In the first, climate scientists and technicians in South America co-produce solutions for an environmental crisis brought about by a drought. The article argues that the drought was what enabled coproduction to happen meaningfully. The second contrasts the thinking of Yanomami Indigenous author and shaman Davi Kopenawa about the environment and the agencies involved in shamanistic action with the ontological basis of the work of the Intergovernmental Panel on Climate Change (IPCC), in which the integration of Indigenous knowledge has been a goal for over a decade. Based on the analysis of these cases, it is argued that other-than-human agencies need to be recognized in environmental governance.

Indigenous knowledge in climate change adaptation: Choice of indigenous adaptation responses to coastal erosion in Ghanaian communities

Coastal erosion as a threat to Ghana’s coastline is being exacerbated by natural and anthropogenic processes. Adaptation to coastal erosion helps in managing the impacts and the levels of destruction to livelihoods, properties and investments along the coastline. Government intervention in adaptation to coastal erosion has always focused on the development of coastal sea defences without the integration of Indigenous knowledge and initiatives of coastal dwellers. This paper contributes to this gap by examining the Indigenous adaptation responses to coastal erosion in selected coastal communities of Ghana, factors influencing the choice of adaptation responses and the extent to which these Indigenous adaptation responses are addressing coastal erosion. Findings from the explorative qualitative study revealed that coastal dwellers are engaged in different forms of planned and reactive adaptation responses to coastal erosion. It was also found out that most of the Indigenous adaptation responses to coastal erosion were unsustainable in addressing coastal erosion and the choice of Indigenous adaptation response to coastal erosion was shaped by socio-economic and ecological factors or perception. Maladaptation responses by coastal dwellers were contributing to the phenomenon of coastal erosion. Coastal dwellers have survived the impacts of coastal erosion in the absence of support from central and local governments and their unsustainable adaptation responses have become a cyclical ritual over a period of time. The paper contributes to the debates on adaptation to climate change and the consideration of Indigenous knowledge into climate change mitigation and adaptation strategies in coastal zone planning and management.

The integration of indigenous knowledge in school: a systematic review

ABSTRACT Indigenous knowledge is generally recognised as an inferior social experience in spaces of knowledge production. The educational issue that results from this process imposes barriers to the integration of these epistemologies in the school environment. This study presents a systematic review about the integration of indigenous knowledge in primary schools in developing and/or emerging countries and the results of these interventions. Through a search carried out in the electronic database b-on, from the Faculty of Psychology and Education Sciences of the University of Porto in Portugal, 14 studies were selected. This review identified factors that influence the representation of the indigenous culture in the school environment, allowing the construction of a framework in which indigenous knowledge is often neglected in the formal education system with obstacles to its introduction into the school environment. It also revealed that the understanding of the local context is essential in proposing interventions to open a possible intercultural dialogue.

The Dialectics of Indigenous Knowledge in Mitigating the Predominant Mechanism of Health Financing in Nigeria

With the current realities of the world economy, Nigeria as a Low- and Middle-income Country (LMIC) continues to face challenges in attaining the Universal health coverage (UHC). This article explores ways at which this can be attained using unique, home-grown-modified methods through the integration of the perceptions of communities on Indigenous Knowledge (IK) and how their concepts can impact the development of Healthcare and health financing in Nigeria.To develop new approaches in mitigating the predominant mechanism of Health Financing in Nigeria, using IK. Detailed Document Review Process (DDRP) was carried out on findings from a segment of the-mixed method study data of a Baseline Survey (BS) report of 2021 that has to do with predominant mechanism of Health Financing in Nigeria. Other related literatures were used to present researchers’ perspectives. The BS report showed that predominant mechanism of health financing in Nigeria is Out-Of-Pocket (OOP) spending. It also outlined the immediate challenges of OOP as experienced by the respondents. The paper offers modified Health Insurance models through which the integration of IK may be used to mitigate OOP in financing healthcare in Nigeria.

Incorporation of Indigenous Knowledge in the Mathematical Geometry Discipline at a TVET College

Mathematical geometrical (MG) concept is often perceived as abstract and difficult to understand by students at the TVET College. Students are unable to perform well in Mathematic Assessments Tasks specifically on this concept. Drawing from this is the declining percentages of student enrolments in mathematics at National Qualification Framework (NQF) level 2. The aim of this study was to enhance the teaching and learning of Mathematical Geometry through the integration of indigenous knowledge in the form of a pilot-practical assessment task (PAT). The research team made use of focus group discussions to gather empirical data. Students were given the practical assessment task that incorporated indigenous knowledge to close the gap of students being unable to relate the mathematical geometry taught in the classroom to their everyday lives that seemed to prevail amongst mathematics students at a TVET College. Ten co-researchers were homogeneously selected based on their level of experience in teaching mathematical geometry at a TVET college located in the Afromontane communities of Thabo Mofutsanyane municipality, South Africa. The result indicated that indigenous knowledge can be utilized as an effective way of learning and teaching mathematical geometry at the TVET college.

Indigenous-Based Adult Education Learning Material Development: Integration, Practical Challenges, and Contextual Considerations in Focus

Indigenous perspectives hold promising opportunities for education and practice. It is possible to entertain indigenous knowledge into adult education through modelling, guided practice, and application approaches. However, there are several limiting factors to do so. Today, many indigenous knowledge systems and practices are at risk of becoming extinct because of rapidly changing natural environments and fast pacing economic, political, and cultural changes on a global scale. Considering this, therefore, this study is aimed at exploring the integration, existing practical challenges of indigenous based adult education, and forward contextual consideration from the perspectives of learning material development. In doing so, a case study research design was employed. Date was collected from adult education experts, adult literacy centre coordinators and adult learners who were drawn by using purposive sampling technique. Data were obtained through interview and FGD. Thematic analysis was placed as the centre of data analysis method. As a result, the integration of indigenous knowledge into educational programs especially in adult education has been passed with many ups and downs. The inclusion was found at a substandard level due to a lack of gratefulness and value regarding what indigenous knowledge might bring to educational practice and how it might be enacted into learning materials. Although the integration has been challenged with many barriers, fortunately, many opportunities which need to be considered are emerging. Context-based working strategies and guidelines have to be advanced by governments aim at mobilizing community support for indigenous based education development and handover to generations through revitalizing all forms of educational provision within the local and global market context.