non-Indigenous Knowledge Research Articles

Sustainable mindsets: Combining traditional indigenous knowledge with non-aboriginal understanding to address environmental risks

Aboriginal and Torres Strait Islander peoples are the traditional owners of Australia. It has been predicted that they have been the custodians of these lands for at least 60,000 years. Their traditional lands are inextricably linked to their languages, cultural practices and spiritual being. As the custodians they have used their traditional Indigenous knowledge to care for the land – its plants, animals and waterways, protecting unique ecosystems and maintaining sustainability. In fact, their traditional understanding reflects what has been described in the literature as a sustainable mindset. We come together as non-Aboriginal and Aboriginal educators to explore how environmental threats within the epoc of Anthropocene may be addressed using such a sustainable mindset – one reflecting both indigeneity and posthumanism perspectives. We describe three case studies showing how the use of traditional knowledge held by local Indigenous communities (IPLCs) can be used with non-Indigenous knowledge to address human induced planetary changes to protect important animal species and the land on which they live. We draw on written and oral reports from our Indigenous co-authors and data obtained informally from them by way of ‘yarning’. We describe how in the north-west of Western Australia areas of significant ecological and cultural value are being negatively affected by human-induced change threatening different animal species and ecosystems. We outline the effects of light pollution in Port Hedland and how this is disrupting the life cycle of the flatback sea turtle - culturally significant sea animals. As a point of comparison, we next describe how green back turtle and Dugong populations are being protected and sustained on the Dampier Peninsula using traditional knowledge more recently supplemented through the work of the Bardi Jawi Rangers. Finally, we examine how the Fitzroy River catchment area is increasingly under threat from water extraction and mining, but how a sustainable mindset can be used to obviate these environmental risks.

‘Kalli in the ship’: Inughuit abduction and the shaping of Arctic knowledge

ABSTRACT This article examines the contributions made to Arctic knowledge by Kallihirua, a member of the Inughuit community of Northern Greenland who was abducted by the crew of the Assistance during the 1850–51 expedition in search of the missing ships Erebus and Terror. Unpacking this important moment of cultural encounter, the article explores the ways in which Kallihirua’s presence on board the ship became embroiled in wider scholarly debates pertaining to the ‘origins of the Inuit’ and to the historical migrations of human beings around the world. Furthermore, it studies the ways in which this ‘indigenous intermediary’ became an important influence on the emergent scholarly disciplines of anthropology and geography which were undergoing a process of institutionalization and professionalization during this period. The article therefore contributes new insights into the fundamental, yet overlooked, roles that Arctic indigenous peoples have historically played in shaping non-indigenous knowledge about the region.

Sharing across the space: Introduction to a special issue on bridging Indigenous and non-Indigenous knowledge systems

This special issue contains 16 articles inspired from a session at the 2021 64th International Association for Great Lakes Research Annual Meeting entitled: “Bridging Knowledge Systems between Indigenous and non-Indigenous communities.” Four common themes associated with bridging knowledge systems emerged from the collection of articles herein. First, wise practices should form the foundation of ethical, responsive, and productive collaborations. Second, inclusive, and accessible practices can improve our ability to bridge knowledge systems. Third, celebrating and embracing diverse languages and cultures enriches our connection to and understanding of the world around us; languages and cultures are a critical aspect of ontology and expression of knowledge that cut across all articles contained in this issue. Fourth, constructs, such as Etuaptmumk or Two-Eyed Seeing, can help build mutual and equitable relationships drawing on strengths of both Indigenous and non-Indigenous knowledge bases. Lessons in applying knowledge-bridging constructs are contained throughout the collection of articles. Indigenous knowledges are a rich source of experiential learning that can no longer be ignored. Creating ethical spaces for co-production of knowledge, co-learning, and joint stewardship is critical to our future and our ability to uphold Indigenous rights today. Throughout this issue, many elements of guidance are offered as ways to begin building the relationships required to bridge knowledge systems in a good way. We intend this collection to further relationship-building and ultimately trust-building among Indigenous and non-Indigenous Peoples and communities.

Photography with/in a Broader Humanity

In 2010, I was commissioned to create a portrait of Ngarrindjeri artist, Rita Lindsay Jnr for Country Arts SA (South Australia). We met at a healing ceremony at the coastal town of Goolwa in Ngarrindjeri Country. The aim of the ceremony was to attend the trauma caused by the building of the Hindmarsh Island Bridge; an action by developers that instigated South Australia’s most tragic land rights battle. Becoming familiar with the story of Kumarangk and the bridge became a catalyst for a two-year conversation with Rita, her mother and grandmother. What followed was an invitation to use the medium of photography to explore the metaphysical relationship between Country and its human kin. What began as a single exhibition of works in 2013 has now prospectively become a life’s work. To date this has spanned three exhibitions, an Honours project and a PhD, all of which aim to articulate a practice of relational photography over one that objectifies its subjects. Acknowledging the ontological divide between Indigenous and non-Indigenous knowledge production, my aim is to talk about the notion of relational photography through the idea of kin-making across cultural knowledges and thinking. This paper is an introduction to a practice-based research project I have enacted over the last decade that troubles landscape photography and is motivated by the desire to decolonise my own thinking. By decolonisation, I mean the disinvestment in colonial hierarchies, binary thinking and practices of anthropocentrism.

Differentiated Primary Healthcare in the Pataxó Indigenous Communities in Bahia, Brazil: Polyphonic Ethnography of Healthcare Practices from an Intercultural Perspective

A lack of culturally appropriate healthcare is a common problem for colonial nations, and this can explain the different patterns of health in indigenous populations worldwide. Our study is the first ethnography realized with the neglected Pataxó indigenous people from the south of the state of Bahia, Brazil, that analyzes the representations and practices of “differentiated” public healthcare. The polysemic conceptualization and polymorphism of the healthcare practices highlight some spontaneous intercultural competences, particularly those of the indigenous professionals, within the hegemony of non-indigenous health knowledge and the lack of awareness of intercultural healthcare. Intercultural training and empowerment still remain a priority.

Understanding Indigenous Farming Systems in Response to Climate Change: An Investigation into Soil Erosion in the Mountainous Regions of Central Vietnam

Soil erosion is a considerable concern in the upland areas of Central Vietnam. This situation is most serious in regions, where the terrain is sloped and subjected to heavy rainfall. Our research was conducted in a mountainous area, belonging to Central Vietnam, the area of Song Kon commune in the Dong Giang district. The objective of this study is first to estimate the impact of soil erosion risk in these areas, and second to assess the capacity of farming systems which are based on indigenous knowledge (IK) to respond to soil erosion. Our data were collected by Participatory Rural Appraisal (PRA) and processed using Geographical Information System (GIS) methods. We then interpreted this research using the Universal Soil Loss Equation (USLE) in order to calculate the soil erosion rate. The Normalized Difference Vegetation Index (NDVI) and the Enhanced Vegetation Index (EVI) were also used as measurements to compare the difference of land surface covers between different farming systems. The results showed that the lowest soil erosion rate was found in the narrow valley regions, which are populated by both agricultural and residential areas. On the other hand, soil erosion was extremely high in the more northerly quadrant of our research area. Our findings also indicate that local farmers are highly aware of soil erosion, which has positively influenced the adoption of adaptation measures (AMs) in their agricultural activities. The most common AMs are as follows: changes in cropping patterns, the adjustments of their planting calendars, the use of native varieties, and intercropping methods. These AMs are mediated by the cultural observances of the local ethnic minority peoples in relation to their IK. We have concluded that when farmers apply IK in their farming systems, the soil erosion rate tends to decrease as compared with non-indigenous knowledge (NIK) practices. We hope to bring a better understanding of the processes that shape farmers’ AMs and thereby to develop well-targeted adaptation policies that can then be applied at the local level. Our findings may be instrumental in future adaptation planning and policies in regard to climate change, and that they will help to increase awareness not only in matters of the soil erosion but also in other interconnected aspects of climate change in these areas.

Pedagogical Usage of Digital Technologies in an Indigenous Village in Brazil: Reflections and Challenges

This paper presents reflections on the pedagogical use of digital technologies in the Teko Ñemoingo Indigenous State College from Guarani Tekoha Ocoy village, in the western state of Paraná, Brazil, and describes possibilities and challenges for the presence of these technologies in this community. This research is based on the indigenous educational organization, whose objective is to strengthen its traditional knowledge and practices, according to cultural, religious, educational and social aspects, and intends to identify the indigenous subjects as part of a society that uses technologies in its daily life and connect to a system that goes in and extends beyond the borders of villages, namely cyberculture. We noted that the technologies collaborate with the preservation and cultural dissemination and the appropriation of indigenous and non-indigenous knowledge, and instigate an increasingly multicultural education, as well as evidences requirements that such technologies should have to be more effective to this public.

Exploring the informal learning experiences of women in a pastoral community in Ethiopia: The case of pastoral women in Karrayyu

In Ethiopia, there has been increasing recognition of the differing educational needs and experiences of pastoralists as compared to ‘settled’ agricultural communities. Although the starting point has usually been how to integrate such marginalised groups into mainstream schooling, research has revealed important insights into learning outside educational institutions and the ways in which people in pastoral communities learn informally from a young age how to lead a pastoralist life. Building on a qualitative study conducted in the Karrayyu (also spelled as Kereyu, Karayu, Karrayu, Karrayyuu) pastoral community of Ethiopia, this article explores how Karrayyu women are engaged in intergenerational and informal learning. It considers a range of knowledge and skills learned through informal means and examines traditional midwifery in depth through a ‘community of practice’ lens. While the Karrayyu value their knowledge and skills they are ignored and denigrated outside of their community. Karrayyu pastoralist society is facing huge change but literacy, health and agriculture training and extension work are not based on the indigenous knowledge and ways of knowing. Nevertheless, the Karrayyu are learning the non-indigenous skills and knowledge necessary for survival through informal methods.

Understanding climate-change adaptation on Kakadu National Park, using a combined diagnostic and modelling framework: a case study at Yellow Water wetland

This paper describes a semi-quantitative approach for the assessment of sea-level rise (SLR) impacts on social–ecological systems (SES), using Yellow Water wetland on Kakadu National Park as a case study. The approach includes the application of a diagnostic framework to portray the existing SES configuration, including governance structures, in combination with qualitative modelling and Bayesian belief networks. Although SLR is predicted to cause saltwater inundation of freshwater ecosystems, cultural sites and built infrastructure, our study suggested that it may provide also an opportunity to bring together Indigenous and non-Indigenous knowledge and governance systems, towards a commonly perceived threat. Where feasible, mitigation actions such as levees may be required to manage local SLR impacts to protect important freshwater values. In contrast, adaptation will require strategies that facilitate participation by Kakadu Bininj (the Aboriginal people of Kakadu National Park) in research and monitoring programs that enhance understanding of salinity impacts and the adaptive capacity to respond to reasonably rapid, profound and irreversible future landscape-scale changes.

Políticas indígenas e gestão territorial para o bem viver no Rio Negro (AM)

A análise centra-se na organização político-cultural do movimento indígena do rio Negro visando consolidar uma política indígena de gestão para a sustentabilidade e o bem viver nos seus territórios. Na coleta de dados utilizaram-se entrevistas semiestruturadas e narrativas, e a observação participante nas assembleias indígenas. A análise dos dados deu-se mediante a codificação e categorização das informações, seguida da análise descritiva, teórica e interpretativa. Os resultados evidenciam que a proposta de gestão territorial do movimento indígena caracteriza-se pelo diálogo entre saberes indígenas e não indígenas, e parcerias firmadas com agentes sociais e instituições para além das fronteiras nacionais. No processo, reafirmam a identidade étnica e ressignificam o que está na região e que - a despeito de não ser indígena, em virtude da colonização, passou a fazer parte da vida dos povos indígenas, a exemplo, as demandas por escolarização, bens tecnológicos, dentre outros que coexistem com as práticas indígenas tradicionais.

Meanings and implications of culture in sustainability education research

ABSTRACTAs scholars working both individually and collectively, we are interested in exploring what may be achieved through taking up the complex notion of culture in sustainability education research. In this article, we present a bricolage of research, drawing on empirical and theoretical sources that collectively establish the kind of capacity we see as potentially creating the conditions for cultural change. We draw from cultural and environmental education theories. The three empirical examples explore the role of community and family, Indigenous and non-Indigenous knowledge, and personal change through social and ecological justice teaching. The studies demonstrate ways sustainability education research can create the conditions to engage and cultivate communities—both previously established or newly formed—to respond to the pervasiveness and influence of culture as an always/already obstacle to ecologically and socially sound patterns of thought and behavior. Indeed, it seems clear that research and practice must be directed toward cultivating a collective capacity and movement that creates spaces for renewed thinking and action—in other words, for renewed being.

A cross-cultural research experience: developing an appropriate methodology that respectfully incorporates both Indigenous and non-Indigenous knowledge systems

ABSTRACTThis paper engages with the methodology being used within a research project auditing concerns and aspirations in an impoverished Indigenous community in North West Australia. The community is in the heart of booming resource industries and it symbolizes the many challenges and opportunities for contemporary Australia. The paper advances the notion that social scientific research with Indigenous communities can be positioned not just as the result of consultation with the communities but as the authorized product of those communities. Although this adds to the complexity of the governing forces that impact on researchers, it also affords new possibilities for meaningful social change. If research starts with the proposition that social scientific research with Indigenous communities can be about what communities want to know, and finding out what they have to say, we may make more progress than by asking what needs to be done.

The Great Canadian (and Australian) Secret: The Limits of Non-Indigenous Knowledge and Representation

The Great Canadian (and Australian) Secret: The Limits of Non-Indigenous Knowledge and Representation

Pursing Indigenous-Inclusive Curriculum in Social Work Tertiary Education: Feeling my Way as a Non-Indigenous Educator

Abstract The retention and completion rates of Indigenous students undertaking tertiary studies continue to be disappointing. The contribution of Eurocentric curricula to such an outcome has been proposed in the Australian and international literature. Remaining very conscious of my status as a white, female, social work educator teaching at a regional university, over the last six years I have attempted to pursue the development of a more Indigenous-inclusive curricula and thus contribute to increasing Indigenous graduates from our degree programmes. This article documents some of my actions to rectify gaps in my own non-Indigenous knowledge base as a reflective learner under Indigenous supervision within the academy and in the community. Action to advance the development of accurate, useful curriculum and teaching practices respectful of Indigenous knowledges is recommended.

Is technology enough? developing archival information systems in community environments

The impact of colonial actions within Victoria, Australia had, and continues to have, devastating and far reaching consequences. One of these has been the distancing of Indigenous people from their land, cultural knowledge, practices and history. Indigenous communities are seeking to re-establish their place within Victoria's cultural record through developing their own libraries and archives of Indigenous and non-Indigenous knowledge. The development of such resources requires suitable access to records. It points to the need for the fostering of multiple views and uses in archival processes, for government archives to be more community conscious and for the development of appropriate archival systems for community collections. In the archival community, the development of archival systems capable of documenting and managing multiple recordkeeping perspectives is an emerging topic of discussion. Developments in information and communication technologies seem to be leading to such possibilities becoming realities. But is technology enough? What are the issues for small archives and other community organisations seeking to adopt information and communication technologies for describing and managing archival resources? How is the necessary trust established in computer applications so that they will be developed, used and maintained? Can systems designed for use in larger institutions be adopted? What are the difficulties in establishing systems that capture alternate views of records held in other archival institutions? What should be the role of government sponsored institutions in fostering, developing and sustaining such initiatives? Keywords : Archival Information System, Indigenous Knowledge, Victoria, Australia, community collections ESARBICA Journal Vol. 24 2005: 74-95