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knowledge</title> <meta name="description" content="Search results for: indigenous knowledge"> <meta name="keywords" content="indigenous knowledge"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="indigenous knowledge"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 7968</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: indigenous knowledge</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7968</span> Management of Indigenous Knowledge: Expectations of Library and Information Professionals in Developing Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Desmond%20Chinedu%20Oparaku">Desmond Chinedu Oparaku</a>, <a href="https://publications.waset.org/abstracts/search?q=Pearl%20C.%20Akanwa"> Pearl C. Akanwa</a>, <a href="https://publications.waset.org/abstracts/search?q=Oyemike%20Victor%20Benson"> Oyemike Victor Benson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the challenges facing library and information centers (LICs) in managing indigenous knowledge in academic libraries in developing countries. The need for managing an indigenous knowledge in library and information centers in developing nations is becoming more critical. There is an ever increasing output of indigenous knowledge; effective management of indigenous knowledge becomes necessary to enable the next generation benefit from them. This paper thus explores the concept of indigenous knowledge (IK), nature of indigenous knowledge (IK), the various forms of indigenous knowledge (IK), sources of indigenous knowledge (IK), and relevance of indigenous knowledge (IK). The expectations of library and information professionals towards effective management of indigenous knowledge and the challenges to effective management of indigenous knowledge were highlighted. Recommendations were made based on the identified challenges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=library" title="library">library</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20knowledge" title=" indigenous knowledge"> indigenous knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20centres" title=" information centres"> information centres</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20professionals" title=" information professionals"> information professionals</a> </p> <a href="https://publications.waset.org/abstracts/56883/management-of-indigenous-knowledge-expectations-of-library-and-information-professionals-in-developing-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56883.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">422</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7967</span> A Strategic Communication Design Model for Indigenous Knowledge Management</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dilina%20Janadith%20Nawarathne">Dilina Janadith Nawarathne</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article presents the initial development of a communication model (Model_isi) as the means of gathering, preserving and transferring indigenous knowledge in the field of knowledge management. The article first discusses the need for an appropriate complimentary model for indigenous knowledge management which differs from the existing methods and models. Then the paper suggests the newly developed model for indigenous knowledge management which generate as result of blending key aspects of different disciplines, which can be implemented as a complementary approach for the existing scientific method. The paper further presents the effectiveness of the developed method in reflecting upon a pilot demonstration carried out on selected indigenous communities of Sri Lanka. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous%20knowledge%20management" title="indigenous knowledge management">indigenous knowledge management</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20transferring" title=" knowledge transferring"> knowledge transferring</a>, <a href="https://publications.waset.org/abstracts/search?q=tacit%20knowledge" title=" tacit knowledge"> tacit knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=research%20model" title=" research model"> research model</a>, <a href="https://publications.waset.org/abstracts/search?q=asian%20centric%20philosophy" title=" asian centric philosophy"> asian centric philosophy</a> </p> <a href="https://publications.waset.org/abstracts/41924/a-strategic-communication-design-model-for-indigenous-knowledge-management" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41924.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">480</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7966</span> The Role of the University of Zululand in Documenting and Disseminating Indigenous Knowledge, in KwaZulu-Natal, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Smiso%20Buthelezi">Smiso Buthelezi</a>, <a href="https://publications.waset.org/abstracts/search?q=Petros%20Dlamini"> Petros Dlamini</a>, <a href="https://publications.waset.org/abstracts/search?q=Dennis%20Ocholla"> Dennis Ocholla</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study assesses the University of Zululand's practices for documenting, sharing, and accessing indigenous knowledge. Two research objectives guided it: to determine how indigenous knowledge (IK) is developed at the University of Zululand and how indigenous knowledge (IK) is documented at the University of Zululand. The study adopted both interpretive and positivist research paradigms. Ultimately, qualitative and quantitative research methods were used. The qualitative research approach collected data from academic and non-academic staff members. Interviews were conducted with 18 academic staff members and 5 with support staff members. The quantitative research approach was used to collect data from indigenous knowledge (IK) theses and dissertations from the University of Zululand Institutional Repository between 2009-2019. The study results revealed that many departments across the University of Zululand were involved in creating indigenous knowledge (IK)-related content. The department of African Languages was noted to be more involved in creating IK-related content. Moreover, the documentation of the content related to indigenous knowledge (IK) at the University of Zululand is done frequently but is not readily known. It was found that the creation and documentation of indigenous knowledge by different departments faced several challenges. The common challenges are a lack of interest among indigenous knowledge (IK) owners in sharing their knowledge, the local language as a barrier, and a shortage of proper tools for recording and capturing indigenous knowledge (IK). One of the study recommendations is the need for an indigenous knowledge systems (IKS) policy to be in place at the University of Zululand. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20creation" title="knowledge creation">knowledge creation</a>, <a href="https://publications.waset.org/abstracts/search?q=SECI%20model" title=" SECI model"> SECI model</a>, <a href="https://publications.waset.org/abstracts/search?q=information%20and%20communication%20technology." title=" information and communication technology."> information and communication technology.</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20knowledge" title=" indigenous knowledge"> indigenous knowledge</a> </p> <a href="https://publications.waset.org/abstracts/163384/the-role-of-the-university-of-zululand-in-documenting-and-disseminating-indigenous-knowledge-in-kwazulu-natal-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163384.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">112</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7965</span> Indigenous Knowledge Management: Towards Identification of Challenges and Opportunities in Developing Countries</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Desmond%20Chinedu%20Oparaku">Desmond Chinedu Oparaku</a>, <a href="https://publications.waset.org/abstracts/search?q=Emmanuel%20Uwazie%20Anyanwu"> Emmanuel Uwazie Anyanwu</a>, <a href="https://publications.waset.org/abstracts/search?q=Oyemike%20Victor%20Benson"> Oyemike Victor Benson</a>, <a href="https://publications.waset.org/abstracts/search?q=Ogbonna%20Isaac-Nnadimele"> Ogbonna Isaac-Nnadimele</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to provide a theoretical discourse that highlights the challenges associated with management of indigenous knowledge with reference to developing countries. Literature review and brainstorming were used to collect relevant data and draw inferences. The findings indicate that non-existence of indigenous knowledge management policy (IKMP), low level of partnership drive among library and information services providers, non-uniformity of format and content of indigenous knowledge, inadequate funding, and lack of access to ICTs, lack of indigenous people with indigenous expertise and hoarding of knowledge as challenges to indigenous knowledge management. The study is based on literature review and information gathered through brain storming with professional colleagues the geographic scope as developing countries. The study has birth several implication based on the findings made. Professionally, it has necessitated the need for formulating a viable indigenous knowledge management policy (IKMP), creating of collaborative network through partnership, and integration of ICTs to indigenous knowledge management practices by libraries in developing countries etc. The originality of this paper is revealed in its capability as serving as an eye opener to librarians on the need for preserving and managing indigenous knowledge in developing countries. It further unlocks the possibilities of exploring empirical based researches to substantiate the theoretical issues raised in this paper. The findings may be used by library managers to improve indigenous knowledge management (IKM). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developing%20countries" title="developing countries">developing countries</a>, <a href="https://publications.waset.org/abstracts/search?q=ICTs" title=" ICTs"> ICTs</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20knowledge" title=" indigenous knowledge"> indigenous knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management" title=" knowledge management"> knowledge management</a> </p> <a href="https://publications.waset.org/abstracts/56882/indigenous-knowledge-management-towards-identification-of-challenges-and-opportunities-in-developing-countries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/56882.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">341</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7964</span> Exploring the Impacts of Ogoni/African Indigenous Knowledge in Addressing Environmental Issues in Ogoniland, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lele%20Dominic%20Dummene">Lele Dominic Dummene</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Environmental issues are predominant in rural areas where indigenous people reside. These environmental issues cover environmental, health, social, economic, and political issues that emanate from poor environmental management and unfair distribution of environmental resources. These issues have greatly affected the lives of the indigenous people and their daily activities. As these environmental issues grow in communities, environmental experts, scientists, and theorists have proposed and developed methods, policies, and strategies to address these environmental-related issues in indigenous communities. Thus, this paper explores how the Ogoni indigenous knowledge and cultural practices could be used to address environmental issues such as oil pollution and other environmental-related issues that have destroyed the Ogoni environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ogoniland" title="Ogoniland">Ogoniland</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20knowledge" title=" indigenous knowledge"> indigenous knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=environment" title=" environment"> environment</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20education" title=" environmental education"> environmental education</a> </p> <a href="https://publications.waset.org/abstracts/155659/exploring-the-impacts-of-ogoniafrican-indigenous-knowledge-in-addressing-environmental-issues-in-ogoniland-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155659.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">121</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7963</span> Negotiating Increased Food Production with African Indigenous Agricultural Knowledge: The Ugandan Case</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Harriet%20Najjemba">Harriet Najjemba</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon%20Peter%20Rutabajuuka"> Simon Peter Rutabajuuka</a>, <a href="https://publications.waset.org/abstracts/search?q=Deo%20Katono%20Nzarwa"> Deo Katono Nzarwa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Scientific agricultural knowledge was introduced in Africa, including Uganda, during colonial rule. While this form of knowledge was introduced as part of Western scientific canon, African indigenous knowledge was not destroyed and has remained vital in food production. Modern scientific methods were devoted to export crops while food crop production was left to Africans who continued to use indigenous knowledge. Today, indigenous agricultural knowledge still provides farming skills and practices, more than a century since modern scientific agricultural knowledge was introduced in Uganda. It is evident that there is need to promote the still useful and more accessible indigenous agricultural practices in order to sustain increased food production. It is also important to have a tailor made agricultural knowledge system that combines practical indigenous practices with financially viable western scientific agricultural practices for sustained food production. The proposed paper will explain why the African indigenous agricultural knowledge has persisted and survived for over a century after colonial introduction of western scientific agricultural knowledge. The paper draws on research findings for a PhD study at Makerere University, Uganda. The study uses both written and oral sources, including colonial and postcolonial archival documents, and interviews. It critiques the parameters within which Western farming methods were introduced to African farmers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=food%20production" title="food production">food production</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20shortage" title=" food shortage"> food shortage</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20agricultural%20knowledge" title=" indigenous agricultural knowledge"> indigenous agricultural knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=western%20scientific%20agricultural%20practices" title=" western scientific agricultural practices"> western scientific agricultural practices</a> </p> <a href="https://publications.waset.org/abstracts/41245/negotiating-increased-food-production-with-african-indigenous-agricultural-knowledge-the-ugandan-case" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41245.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">460</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7962</span> The Traditional Roles and Place of Indigenous Musical Practices in Contemporary African Society</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Benjamin%20Obeghare%20%20Izu">Benjamin Obeghare Izu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Africa, indigenous musical practices are the focal point in which most cultural practices revolve, and they are the conduit mainly used in transmitting Indigenous knowledge and values. They serve as a means of documenting, preserving, transmitting indigenous knowledge, and re-enacting their historical, social, and cultural affinity. Indigenous musical practices also serve as a repository for indigenous knowledge and artistic traditions. However, these indigenous musical practices and the resulting cultural ideals are confronted with substantial challenges in the twenty-first century from contemporary cultural influence. Additionally, indigenous musical practices' educational and cultural purposes have been impacted by the broad monetisation of the arts in contemporary society. They are seen as objects of entertainment. Some young people are today unaware of their cultural roots and are losing their cultural identity due to these influences and challenges. In order to help policymakers raise awareness of and encourage the use of indigenous knowledge and musical practices among African youth and scholars, this study is in response to the need to explore the components and functions of the indigenous knowledge system, values, and musical tradition in Africa. The study employed qualitative research methods, utilising interviews, participant observation, and conducting related literature as data collection methods. It examines the indigenous musical practices in the Oba of Benin Royal Igue festival among the Benin people in Edo state, Nigeria, and the Ovwuwve festival observed by the Abraka people in Delta state, Nigeria. The extent to which the indigenous musical practices convey and protect indigenous knowledge and cultural values are reflected in the musical practices of the cultural festivals. The study looks at how indigenous musical arts are related to one another and how that affects how indigenous knowledge is transmitted and preserved. It makes recommendations for how to increase the use of indigenous knowledge and values and their fusion with contemporary culture. The study contributes significantly to ethnomusicology by showing how African traditional music traditions support other facets of culture and how indigenous knowledge might be helpful in contemporary society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=African%20musical%20practices" title="African musical practices">African musical practices</a>, <a href="https://publications.waset.org/abstracts/search?q=African%20music%20and%20dance" title=" African music and dance"> African music and dance</a>, <a href="https://publications.waset.org/abstracts/search?q=African%20society" title=" African society"> African society</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20musical%20practices" title=" indigenous musical practices"> indigenous musical practices</a> </p> <a href="https://publications.waset.org/abstracts/154700/the-traditional-roles-and-place-of-indigenous-musical-practices-in-contemporary-african-society" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154700.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">115</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7961</span> Acquisition and Preservation of Traditional Medicinal Knowledge in Rural Areas of KwaZulu Natal, South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=N.%20Khanyile">N. Khanyile</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20Dlamini"> P. Dlamini</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Masenya"> M. Masenya</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Most of the population in Africa is still dependent on indigenous medicinal knowledge for treating and managing ailments. Indigenous traditional knowledge owners/practitioners who own this knowledge are consulted by communities, but their knowledge is not known how they get it. The question of how knowledge is acquired and preserved remains one of the biggest challenges in traditional healing and treatment with herbal medicines. It is regrettable that despite the importance and recognition of indigenous medicinal knowledge globally, the details of acquirement, storing and transmission, and preservation techniques are not known. Hence this study intends to unveil the process of acquirement and transmission, and preservation techniques of indigenous medical knowledge by its owners. Objectives: This study aims to assess the process of acquiring and preservation of traditional medicinal knowledge by traditional medicinal knowledge owners/practitioners in uMhlathuze Municipality, in the province of KwaZulu-Natal, South Africa. The study was guided by four research objectives which were to: identify the types of traditional medicinal knowledge owners who possess this knowledge, establish the approach used by indigenous medicinal knowledge owners/healers for acquiring medicinal knowledge, identify the process of preservation of medicinal knowledge by indigenous medicinal knowledge owners/healers, and determine the challenges encountered in transferring the knowledge. Method: The study adopted a qualitative research approach, and a snowball sampling technique was used to identify the study population. Data was collected through semi-structured interviews with indigenous medicinal knowledge owners. Results: The findings suggested that uMhlathuze municipality had different types of indigenous medicinal knowledge owners who possess valuable knowledge. These are diviners (Izangoma), faith healers (Abathandazi), and herbalists (Izinyanga). The study demonstrated that indigenous medicinal knowledge is acquired in many different ways, including visions, dreams, and vigorous training. The study also revealed the acquired knowledge is preserved or shared with specially chosen children and trainees. Conclusion: The study concluded that this knowledge is gotten through vigorous training, which requires the learner to be attentive and eager to learn. It was recommended that a study of this nature be conducted but at a broader level to enhance an informed conclusion and recommendations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=preserving" title="preserving">preserving</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20medicinal%20knowledge" title=" indigenous medicinal knowledge"> indigenous medicinal knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20knowledge" title=" indigenous knowledge"> indigenous knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20medicinal%20knowledge%20owners%2Fpractitioners" title=" indigenous medicinal knowledge owners/practitioners"> indigenous medicinal knowledge owners/practitioners</a>, <a href="https://publications.waset.org/abstracts/search?q=acquiring" title=" acquiring"> acquiring</a> </p> <a href="https://publications.waset.org/abstracts/163392/acquisition-and-preservation-of-traditional-medicinal-knowledge-in-rural-areas-of-kwazulu-natal-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163392.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">87</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7960</span> A Hybrid Curriculum: Privileging Indigenous knowledges Over Western knowledges In The School Curriculum In Kenya</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rose%20Mutuota">Rose Mutuota</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Western knowledge have influenced the Kenyan education system through colonisation and policies borrowed from the global North. Researchers argue that studies of education and systems based on Northernframeworks ignore the lived experiences of the global South. The history of colonization is one such example. In light of this, there is a need for schools to consider the lived experience of the Kenyan child and integrate Indigenous knowledge in the education system. The study reported here explored the possibility of creating a blended/hybrid curriculum that values Indigenous knowledge and practices but also selectively use side as from the global North. Acasestudyformat was employed. Teachers and principals in four schools were interviewed. The findings indicated that teachers and students brought indigenous knowledge to the classroom but were limited in their use by existing educational policies.AnotherfindingwasthatpoliciesborrowedfromtheglobalNorthdid not suit the context in the Southincountries with a history of colonization. There was the need for policymakers to ensure the policies borrowed from the North suit the Kenyan context. The recommendations included the deliberate and mandated use of indigenous knowledge in classrooms including indigenous languages for instruction, the use of locally available assets to support students with disabilities in mainstream classrooms, and the use of a hybrid curriculum that privileges indigenous knowledge over Westernknowledgesintheschoolcurriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=global%20North" title="global North">global North</a>, <a href="https://publications.waset.org/abstracts/search?q=global%20South" title=" global South"> global South</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20educate%20indigenous%20knowledges" title=" inclusive educate indigenous knowledges"> inclusive educate indigenous knowledges</a> </p> <a href="https://publications.waset.org/abstracts/144415/a-hybrid-curriculum-privileging-indigenous-knowledges-over-western-knowledges-in-the-school-curriculum-in-kenya" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144415.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">202</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7959</span> Indigenous Understandings of Climate Vulnerability in Chile: A Qualitative Approach</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rosario%20Carmona">Rosario Carmona</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article aims to discuss the importance of indigenous people participation in climate change mitigation and adaptation. Specifically, it analyses different understandings of climate vulnerability among diverse actors involved in climate change policies in Chile: indigenous people, state officials, and academics. These data were collected through participant observation and interviews conducted during October 2017 and January 2019 in Chile. Following Karen O’Brien, there are two types of vulnerability, outcome vulnerability and contextual vulnerability. How vulnerability to climate change is understood determines the approach, which actors are involved and which knowledge is considered to address it. Because climate change is a very complex phenomenon, it is necessary to transform the institutions and their responses. To do so, it is fundamental to consider these two perspectives and different types of knowledge, particularly those of the most vulnerable, such as indigenous people. For centuries and thanks to a long coexistence with the environment, indigenous societies have elaborated coping strategies, and some of them are already adapting to climate change. Indigenous people from Chile are not an exception. But, indigenous people tend to be excluded from decision-making processes. And indigenous knowledge is frequently seen as subjective and arbitrary in relation to science. Nevertheless, last years indigenous knowledge has gained particular relevance in the academic world, and indigenous actors are getting prominence in international negotiations. There are some mechanisms that promote their participation (e.g., Cancun safeguards, World Bank operational policies, REDD+), which are not absent from difficulties. And since 2016 parties are working on a Local Communities and Indigenous Peoples Platform. This paper also explores the incidence of this process in Chile. Although there is progress in the participation of indigenous people, this participation responds to the operational policies of the funding agencies and not to a real commitment of the state with this sector. The State of Chile omits a review of the structure that promotes inequality and the exclusion of indigenous people. In this way, climate change policies could be configured as a new mechanism of coloniality that validates a single type of knowledge and leads to new territorial control strategies, which increases vulnerability. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous%20knowledge" title="indigenous knowledge">indigenous knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=climate%20change" title=" climate change"> climate change</a>, <a href="https://publications.waset.org/abstracts/search?q=vulnerability" title=" vulnerability"> vulnerability</a>, <a href="https://publications.waset.org/abstracts/search?q=Chile" title=" Chile"> Chile</a> </p> <a href="https://publications.waset.org/abstracts/107322/indigenous-understandings-of-climate-vulnerability-in-chile-a-qualitative-approach" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107322.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">126</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7958</span> Use of Indigenous Knowledge System (IKS) by Farmers for Selected Arable Crops Production in Ondo State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20M.%20Omoare">A. M. Omoare</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20O.%20Fakoya"> E. O. Fakoya </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study sought to determine the use of indigenous knowledge for selected arable crops production in Ondo Sate. A multistage sampling method was used and 112 arable crops farmers were systematically selected. Data were analyzed using both descriptive and inferential statistics. The results showed that majority of the sampled farmers were male (75.90%). About 75% were married with children. Large proportion of them (62.61%) were within the ages of 30-49 years. Most of them have spent about 10 years in farming (58.92%). The highest raw scores of use of indigenous knowledge were found in planting on mound in yam production, use of native medicine and scare crow method in controlling birds in rice production, timely planting of locally developed resistant varieties in cassava production and soaking of maize seeds in water to determine their viability with raw scores of 313, 310, 305, 303, and 300 respectively, while the lowest raw scores was obtained in use of bell method in controlling birds in rice production with raw scores of 210. The findings established that proverbs (59.8%) and taboos (55.36%) were the most commonly used media in transmitting indigenous knowledge by arable crop farmers. The multiple regression analysis result revealed that age of the farmers and farming experience had a significant relationship with the use of indigenous knowledge of the farmers which gave R2 = 0.83 for semi log function form of equation which is the land equation. The policy implication is that indigenous knowledge should provide basis for designing modern technologies to enhance sustainable agricultural development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=crop%20production" title="crop production">crop production</a>, <a href="https://publications.waset.org/abstracts/search?q=extent%20of%20use" title=" extent of use"> extent of use</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20knowledge" title=" indigenous knowledge"> indigenous knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=arable%20crops" title=" arable crops"> arable crops</a> </p> <a href="https://publications.waset.org/abstracts/30298/use-of-indigenous-knowledge-system-iks-by-farmers-for-selected-arable-crops-production-in-ondo-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30298.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">659</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7957</span> Farmers’ Use of Indigenous Knowledge System (IKS) for Selected Arable Crops Production in Ondo State</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20M.%20Omoare">A. M. Omoare</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20O.%20Fakoya"> E. O. Fakoya </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study sought to determine the use of indigenous knowledge for selected arable crops production in Ondo Sate. A multistage sampling method was used and 112 arable crops farmers were systematically selected. Data were analyzed using both descriptive and inferential statistics. The results showed that majority of the sampled farmers were male (75.90%) About 75% were married with children. Large proportion of them (62.61%) were within the ages of 30-49 years. Most of them have spent about 10 years in farming (58.92%). The highest raw scores of use of indigenous knowledge were found in planting on mound in yam production, use of native medicine and scare-crow method in controlling birds in rice production, timely planting of locally developed resistant varieties in cassava production and soaking of maize seeds in water to determine their viability with raw scores of 313, 310, 305, 303, and 300 respectively, while the lowest raw scores was obtained in use of bell method in controlling birds in rice production with raw scores of 210. The findings established that proverbs (59.8%) and taboos (55.36%) were the most commonly used media in transmitting indigenous knowledge by arable crop farmers. The multiple regression analysis result revealed that age of the farmers and farming experience had a significant relationship with the use of indigenous knowledge of the farmers which gave R2=0.83 for semi-log function form of equation which is the land equation. The policy implication is that indigenous knowledge should provide a basis for designing modern technologies to enhance sustainable agricultural development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arable%20Crop%20Production" title="Arable Crop Production">Arable Crop Production</a>, <a href="https://publications.waset.org/abstracts/search?q=extent%20of%20use" title=" extent of use"> extent of use</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20knowledge" title=" indigenous knowledge"> indigenous knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=farming%20experience" title=" farming experience"> farming experience</a> </p> <a href="https://publications.waset.org/abstracts/22327/farmers-use-of-indigenous-knowledge-system-iks-for-selected-arable-crops-production-in-ondo-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/22327.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">571</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7956</span> Implication to Environmental Education of Indigenous Knowledge and the Ecosystem of Upland Farmers in Aklan, Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Emily%20Arangote">Emily Arangote</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper defined the association between the indigenous knowledge, cultural practices and the ecosystem its implication to the environmental education to the farmers. Farmers recognize the need for sustainability of the ecosystem they inhabit. The cultural practices of farmers on use of indigenous pest control, use of insect-repellant plants, soil management practices that suppress diseases and harmful pests and conserve soil moisture are deemed to be ecologically-friendly. Indigenous plant materials that were more drought- and pest-resistant were grown. Crop rotation was implemented with various crop seeds to increase their disease resistance. Multi-cropping, planting of perennial crops, categorization of soil and planting of appropriate crops, planting of appropriate and leguminous crops, alloting land as watershed, and preserving traditional palay seed varieties were found to be beneficial in preserving the environment. The study also found that indigenous knowledge about crops are still relevant and useful to the current generation. This ensured the sustainability of our environment and incumbent on policy makers and educators to support and preserve for generations yet to come. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cultural%20practices" title="cultural practices">cultural practices</a>, <a href="https://publications.waset.org/abstracts/search?q=ecosystem" title=" ecosystem"> ecosystem</a>, <a href="https://publications.waset.org/abstracts/search?q=environmental%20education" title=" environmental education"> environmental education</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20knowledge" title=" indigenous knowledge"> indigenous knowledge</a> </p> <a href="https://publications.waset.org/abstracts/79409/implication-to-environmental-education-of-indigenous-knowledge-and-the-ecosystem-of-upland-farmers-in-aklan-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79409.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">319</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7955</span> Indigenous Healers and Indigenous Trauma: Healing at the Intersections of Colonial, Intergenerational, and Individual Trauma for Indigenous Peoples in Canada</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Suzanne%20L.%20Stewart">Suzanne L. Stewart</a>, <a href="https://publications.waset.org/abstracts/search?q=Mikaela%20D.%20Gabriel"> Mikaela D. Gabriel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Indigenous People face multiple barriers to successful life transitions, including housing, employment, education, and health. Current statistical trends paint devastating life transitions for Indigenous Peoples, but colonization and its intergenerational impacts are typically lacking as the crucial context in which these trends occur. This presentation will illustrate the massive impact of colonization on Indigenous Peoples; its intergenerational transmission, and how it impacts Indigenous clients seeking mental health treatment today. Methods: A qualitative, narrative inquiry methodology was used to honour Indigenous storytelling and knowledge transmission. Indigenous Elders, outreach workers, and homeless clients were interviewed and narratively analyzed for in-depth trends and themes. Impact: This research provides a wealth of in-depth information as to the life transition needs of Indigenous clients, identify the systemic impacts of colonization to the health and wellbeing of Indigenous People, and strategies for mental health treatment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous%20trauma" title="indigenous trauma">indigenous trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20peoples%20of%20canada" title=" indigenous peoples of canada"> indigenous peoples of canada</a>, <a href="https://publications.waset.org/abstracts/search?q=intergenerational%20trauma" title=" intergenerational trauma"> intergenerational trauma</a>, <a href="https://publications.waset.org/abstracts/search?q=colonial%20trauma%20and%20treatment" title=" colonial trauma and treatment"> colonial trauma and treatment</a> </p> <a href="https://publications.waset.org/abstracts/143600/indigenous-healers-and-indigenous-trauma-healing-at-the-intersections-of-colonial-intergenerational-and-individual-trauma-for-indigenous-peoples-in-canada" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/143600.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">185</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7954</span> Characteristics of an Indigenous Entrepreneur, in the Post-Apartheid South Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ndivhuho%20Tshikovhi">Ndivhuho Tshikovhi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The debate about indigenous people throughout the world has been necessitated by different circumstances that indigenous communities continue to suffer. Indigenous people of the world suffer chronic diseases, poor education, high unemployment and slow economic developments. This paper contributes to the continuous debate by studying the common elements of indigenous entrepreneur of the world and that of the South African indigenous entrepreneur. The research objective of this paper is to understand what constitute an indigenous status in the South African context as opposed to the indigenous people of the world. Furthermore, the study will explore the indigenous status through their entrepreneurial engagements. The paper will adopt a secondary data research method, by utilising the literature on indigenous entrepreneurship practice and theory of indigenous entrepreneurship. The implications of this paper is to bring about an African indigenous entrepreneurship debate rooted from the correct circumstances rather than generalised definitions. Recommendations for future research will be outlined, together with further readings on circumstantial evidence that necessitate indigenous entrepreneurs status in South Africa. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous%20entrepreneur" title="indigenous entrepreneur">indigenous entrepreneur</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous" title=" indigenous"> indigenous</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title=" entrepreneurship"> entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20people" title=" indigenous people"> indigenous people</a>, <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship%20development" title=" entrepreneurship development"> entrepreneurship development</a> </p> <a href="https://publications.waset.org/abstracts/27651/characteristics-of-an-indigenous-entrepreneur-in-the-post-apartheid-south-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27651.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">476</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7953</span> Integrating Indigenous Students’ Funds of Knowledge to Introduce Multiplication with a Picture Storybook</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Murni%20Sianturi">Murni Sianturi</a>, <a href="https://publications.waset.org/abstracts/search?q=Andreas%20Au%20%20Hurit"> Andreas Au Hurit</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The low level of Indigenous Papuan students’ literacy and numeracy in Merauke Regency-Indonesia needs to be considered. The development of a learnable storybook with pictures related to their lives might raise their curiosity to read. This study aimed to design a storybook as a complementary resource for the third graders using Indigenous Malind cultural approaches by employing research and development methods. The product developed was a thematic-integrative picture storybook using funds of knowledge from Indigenous students. All the book contents depicted Indigenous students’ lives and were in line with the national curriculum syllabus, specifically representing one sub-theme−multiplication topic. Multiplication material of grade 3 was modified in the form of a story, and at the end of the reading, students were given several multiplication exercises. Based on the results of the evaluation from the expert team, it was found that the average score was in the excellent category. The students’ and teacher’s responses to the storybook were very positive. Students were thrilled when reading this book and also effortlessly understood the concept of multiplication. Therefore, this book might be used as a companion book to the main book and serve as introductory reading material for students prior to discussing multiplication material. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=a%20picture%20storybook" title="a picture storybook">a picture storybook</a>, <a href="https://publications.waset.org/abstracts/search?q=funds%20of%20knowledge" title=" funds of knowledge"> funds of knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=Indigenous%20elementary%20students" title=" Indigenous elementary students"> Indigenous elementary students</a>, <a href="https://publications.waset.org/abstracts/search?q=literacy" title=" literacy"> literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=numeracy" title=" numeracy"> numeracy</a> </p> <a href="https://publications.waset.org/abstracts/138000/integrating-indigenous-students-funds-of-knowledge-to-introduce-multiplication-with-a-picture-storybook" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/138000.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">189</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7952</span> Traditional Medicines Used for the Enhancement of Male Sexual Performance among the Indigenous Populations of Madhya Pradesh, India </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20N.%20Sharma">A. N. Sharma</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A traditional medicine comprises a knowledge system, practices related to the cure of various ailments that developed over generations by indigenous people or populations. The indigenous populations developed a unique understanding with wild plants, herbs, etc., and earned specialized knowledge of disease pattern and curative therapy-though hard experiences, common sense, trial, and error methods. Here, an attempt has been made to study the possible aspects of traditional medicines for the enhancement of male sexual performance among the indigenous populations of Madhya Pradesh, India. Madhya Pradesh state is situated more or less in the central part of India. The data have been collected from the 305 Bharias of Patalkot, traditional health service providers of Sagar district, and other indigenous populations of Madhya Pradesh. It may be concluded that sizable traditional medicines exist in Madhya Pradesh, India, for the enhancement of male sexual performance, which still awaits for scientific exploration and intensive pharmaceutical investigations. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bharias" title="Bharias">Bharias</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous" title=" indigenous"> indigenous</a>, <a href="https://publications.waset.org/abstracts/search?q=Madhya%20Pradesh" title=" Madhya Pradesh"> Madhya Pradesh</a>, <a href="https://publications.waset.org/abstracts/search?q=sexual%20performance" title=" sexual performance"> sexual performance</a>, <a href="https://publications.waset.org/abstracts/search?q=traditional%20medicine" title=" traditional medicine"> traditional medicine</a> </p> <a href="https://publications.waset.org/abstracts/126823/traditional-medicines-used-for-the-enhancement-of-male-sexual-performance-among-the-indigenous-populations-of-madhya-pradesh-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/126823.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7951</span> The Value of Traditional Ecological Knowledge in a Globalised World: A Case Study from the Peruvian Amazon</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anna%20Juliet%20Stephens">Anna Juliet Stephens</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research emphasises the importance of incorporating traditional ecological knowledge into Peru’s development plans, as a way to manage some of the more adverse impacts of globalisation which continue to impinge on one of the world’s most biodiverse regions. In doing so, it argues for a development strategy to be implemented in the Peruvian Amazon which prioritises local and indigenous rights, needs and perspectives. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=traditional%20ecological%20knowledge" title="traditional ecological knowledge">traditional ecological knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=peruvian%20amazon" title=" peruvian amazon"> peruvian amazon</a>, <a href="https://publications.waset.org/abstracts/search?q=globalisation" title=" globalisation"> globalisation</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous" title=" indigenous"> indigenous</a>, <a href="https://publications.waset.org/abstracts/search?q=development" title=" development"> development</a> </p> <a href="https://publications.waset.org/abstracts/145841/the-value-of-traditional-ecological-knowledge-in-a-globalised-world-a-case-study-from-the-peruvian-amazon" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145841.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">143</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7950</span> Traditional Practices and Indigenous Knowledge for Sustainable Food Waste Reduction: A Lesson from Africa</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gabriel%20Sunday%20Ayayia">Gabriel Sunday Ayayia</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Food waste has reached alarming levels worldwide, contributing to food insecurity, resource depletion, and environmental degradation. While numerous strategies exist to mitigate this issue, the role of traditional practices and indigenous knowledge remains underexplored. There is a need to investigate how these age-old practices can contribute to sustainable food waste reduction, particularly in the African context. This study explores the potential of traditional practices and indigenous knowledge in Africa to address this challenge sustainably. The study examines traditional African food management practices and indigenous knowledge related to food preservation and utilization; assess the impact of traditional practices on reducing food waste and its broader implications for sustainable development, and identify key factors influencing the continued use and effectiveness of traditional practices in contemporary African societies. Thus, the study argues that traditional practices and indigenous knowledge in Africa offer valuable insights and strategies for sustainable food waste reduction that can be adapted and integrated into global initiatives This research will employ a mixed-methods approach, combining qualitative and quantitative research techniques. Data collection will involve in-depth interviews, surveys, and participant observations in selected African communities. Moreover, a comprehensive review of literature on traditional food management practices and their impact on food waste reduction will be conducted. The significance of this study lies in its potential to bridge the gap between traditional knowledge and modern sustainability efforts. By uncovering the value of traditional practices in reducing food waste, this research can inform policies, interventions, and awareness campaigns aimed at achieving sustainable food systems worldwide. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=traditional%20practices" title="traditional practices">traditional practices</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20knowledge" title=" indigenous knowledge"> indigenous knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=food%20waste%20reduction" title=" food waste reduction"> food waste reduction</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/174721/traditional-practices-and-indigenous-knowledge-for-sustainable-food-waste-reduction-a-lesson-from-africa" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174721.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7949</span> Indigenizing the Curriculum: Teaching at the Ifugao State University, Philippines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nancy%20Ann%20P.%20Gonzales">Nancy Ann P. Gonzales</a>, <a href="https://publications.waset.org/abstracts/search?q=Serafin%20L.%20Ngohayon"> Serafin L. Ngohayon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Nurturing Indigenous Knowledge Experts (NIKE) among the young generation in Ifugao was a project in Ifugao, Philippines spearheaded by the Ifugao State University (IFSU) and was sponsored by the UNESCO Association in Japan. Through the project, he Ifugao Indigenous Knowledge Workbook was developed. It contains nine chapters. The workbook was pilot-tested to students who had IK classes. The descriptive survey method of research was used. A questionnaire was used to gather data from first year Bachelor of Elementary Education and Bachelor of Political Science students. Frequency count, percentage and mean were computed. T-test was used to determine if there exists significant difference on knowledge gained before and after IK was taught to the students. Results revealed that the respondents have an increased level of IK in all the areas covered in the NIKE workbook after they enrolled in their classes. It is alarming to note that the students are knowledgeable about IK but they are not practicing it. However, according to the respondents, they will apply their IK through teaching after graduation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=elders" title=" elders"> elders</a>, <a href="https://publications.waset.org/abstracts/search?q=Indigenous%20knowledge" title=" Indigenous knowledge"> Indigenous knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20students" title=" and students"> and students</a> </p> <a href="https://publications.waset.org/abstracts/25774/indigenizing-the-curriculum-teaching-at-the-ifugao-state-university-philippines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25774.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">357</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7948</span> Analyzing the Social, Cultural and Economic Impacts of Indigenous Tourism on the Indigenous Communities: Case Study of the Nubian Community in Egypt</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=M.%20Makary">M. Makary</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Indigenous tourism is nowadays one of the fastest growing sections of the tourism industry. Nevertheless, it does not yet receive attention on the agenda of public tourism policies in Egypt; however, there are various tourism initiatives in indigenous areas throughout the country mainly in the Nubia region, which located in Upper Egypt, where most of Egypt's indigenous Nubians are concentrated. Considering indigenous tourism can lead to both positive and negative impacts on the indigenous communities the main aim of this study is to analyze the socio-cultural and economic impacts of the indigenous tourism on the indigenous communities in Egypt: the case study of Nubians. Qualitative and quantitative approaches of data collection were designed and applied in conducting this study. Semi-structured interviews, focus groups, and the observations are the main preliminary data collection techniques used in this study while, the secondary data were sourced from articles, statistics, dissertations, and websites. The research concludes that indigenous tourism offers a strong motivation to save the identity of the indigenous communities and to foster their economic development. However, it also has negative impacts on their society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous%20tourism" title="indigenous tourism">indigenous tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20tourism" title=" sustainable tourism"> sustainable tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=Indigenous%20communities" title=" Indigenous communities"> Indigenous communities</a>, <a href="https://publications.waset.org/abstracts/search?q=Nubians" title=" Nubians"> Nubians</a> </p> <a href="https://publications.waset.org/abstracts/101064/analyzing-the-social-cultural-and-economic-impacts-of-indigenous-tourism-on-the-indigenous-communities-case-study-of-the-nubian-community-in-egypt" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/101064.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7947</span> Developing an Indigenous Mathematics, Science and Technology Education Master’s Program: A Three Universities Collaboration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mishack%20Thiza%20Gumbo">Mishack Thiza Gumbo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The participatory action research study reported in this paper aims to explore indigenous mathematics, science, and technology to develop an indigenous Mathematics, Science and Technology Education Master’s Programme ultimately. The study is based on an ongoing collaborative project between the Mathematics, Science and Technology Education Departments of the University of South Africa, University of Botswana and Chinhoyi University of Technology. The study targets the Mathematics, Science and Technology Education Master’s students and indigenous knowledge holders in these three contexts as research participants. They will be interviewed; documents of existing Mathematics, Science and Technology Education Master’s Programmes will be analysed; mathematics, science and technology-related artefacts will also be collected and analysed. Mathematics, Science, and Technology Education are traditionally referred to as gateway subjects because the world economy revolves around them. Scores of scholars call for the indigenisation of research and methodologies so that research can suit and advance indigenous knowledge and sustainable development. There are ethnomathematics, ethnoscience and ethnotechnology which exist in indigenous contexts such as blacksmithing, woodcarving, textile-weaving and dyeing, but the current curricula and research in institutions of learning reflect the Western notions of these subjects. Indigenisation of the academic programmecontributes toward the decolonisation of education. Hence, the development of an indigenous Mathematics, Science and Technology Education Master’s Programme, which will be jointly offered by the three universities mentioned above, will contribute to the transformation of higher education in this sense. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous" title="indigenous">indigenous</a>, <a href="https://publications.waset.org/abstracts/search?q=mathematics" title=" mathematics"> mathematics</a>, <a href="https://publications.waset.org/abstracts/search?q=science" title=" science"> science</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a>, <a href="https://publications.waset.org/abstracts/search?q=master%27s%20program" title=" master's program"> master's program</a>, <a href="https://publications.waset.org/abstracts/search?q=universities" title=" universities"> universities</a>, <a href="https://publications.waset.org/abstracts/search?q=collaboration" title=" collaboration"> collaboration</a> </p> <a href="https://publications.waset.org/abstracts/149674/developing-an-indigenous-mathematics-science-and-technology-education-masters-program-a-three-universities-collaboration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/149674.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">159</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7946</span> Empirical Studies of Indigenous Reserved Land in Taiwan- An Example of a Truku Tribe in Hualien County</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chuanju%20Cheng">Chuanju Cheng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Taiwan, the system of indigenous reserved land was established in 1928 during the Japanese rule. The purpose of setting up indigenous reserved land is to support the livelihood of tribal peoples who live in the mountainous area. Since 1945, the KMT government has kept the indigenous reserved land; in principle, only indigenous people can use indigenous reserved land. However, the government also makes some exceptions for non-indigenous peoples to use the land. Furthermore, since 1966, an indigenous individual can have ownership (fee simple) over the land he/she uses. Recent studies showed that there are many problems regarding the indigenous reserved lands, such as indigenous peoples have been losing ownership of their land (both legally and illegally), mismatched data of the true owner and the nominal owner, overutilization of the reserved land and so on. Using a Truku tribe in Hualien County as an example, this paper tries to find out how many people still own indigenous reserved land, do land owners constantly utilize their lands, and if so, whether or not (and by what extent) the indigenous reserved land support the livelihood of tribal peoples? After ten months of working data-collecting, we’ve successfully collected 327 questionnaires (70% of total households); preliminary research results show that less than 5% of indigenous reserved land in and around that specific Truku tribe is owned by tribal people. And most of the landowners do not utilize indigenous reserved land. It seems that the indigenous reserved land system does not meet its legislative goals and needs to be redesigned. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous%20people" title="indigenous people">indigenous people</a>, <a href="https://publications.waset.org/abstracts/search?q=truku%20nation" title=" truku nation"> truku nation</a>, <a href="https://publications.waset.org/abstracts/search?q=taiwan" title=" taiwan"> taiwan</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20reserved%20land" title=" indigenous reserved land"> indigenous reserved land</a>, <a href="https://publications.waset.org/abstracts/search?q=poverty" title=" poverty"> poverty</a>, <a href="https://publications.waset.org/abstracts/search?q=economic%20development" title=" economic development"> economic development</a> </p> <a href="https://publications.waset.org/abstracts/163713/empirical-studies-of-indigenous-reserved-land-in-taiwan-an-example-of-a-truku-tribe-in-hualien-county" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/163713.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7945</span> Bridging Cultures in Distance Education: A Confluence of Critical Pedagogy of Place and Indigenous Education Philosophy (Case-Study Reference in Fiji and Vanuatu)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dan%20Frederick%20Orcherton">Dan Frederick Orcherton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research explores the fusion of "Critical Pedagogy of Place" and "Indigenous Education Philosophy" to create a holistic pedagogical framework within Instructional Theory, focusing on its application in Distance Education, specifically within two Pacific Island cultures. The study's objectives included investigating culturally relevant instructional techniques, strategies, and technologies for the Itaukei (Indigenous Fijian) and ni-Vanuatu cultures, enhancing appreciation for culturally sensitive pedagogical methods. Methodologically, a qualitative inquiry phenomenological approach was employed within a constructivist paradigm, utilizing a comprehensive qualitative scoping review and online literature search. Key findings include the prioritization of cultural inclusivity and indigenous knowledge integration in both indigenous education philosophies and various instructional approaches. Learner-centered methods like constructivist andragogy and the learning cycle are applicable and effective in distance education within these cultures, aligning with indigenous learners' values and preferences. Place-based education and critical pedagogy of place are particularly pertinent, fostering a deeper connection between education, local environments, and social justice. Integrating digital technologies in culturally responsive education bridges geographical gaps and preserves cultural knowledge. Lastly, blending Western and Indigenous Science, influenced by a Two-Eyed Seeing approach, informs pedagogy by combining Western and Indigenous Science. This research underscores the importance of acknowledging cultural diversity and respecting indigenous knowledge in distance education. It highlights the value of learner-centered approaches, place-based education, and technology integration. The study enriches the educational experience within the Itaukei and niVanuatu cultures and provides insights for educators and policymakers aiming to bridge cultural gaps in distance education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critical%20pedegory%20of%20place" title="critical pedegory of place">critical pedegory of place</a>, <a href="https://publications.waset.org/abstracts/search?q=Itaukei%20%28indigenous%20Fijian%29%20and%20ni-Vanuatu%20cultures" title=" Itaukei (indigenous Fijian) and ni-Vanuatu cultures"> Itaukei (indigenous Fijian) and ni-Vanuatu cultures</a>, <a href="https://publications.waset.org/abstracts/search?q=placed-based%20education" title=" placed-based education"> placed-based education</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20knowledge" title=" indigenous knowledge"> indigenous knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=distance%20education" title=" distance education"> distance education</a> </p> <a href="https://publications.waset.org/abstracts/189434/bridging-cultures-in-distance-education-a-confluence-of-critical-pedagogy-of-place-and-indigenous-education-philosophy-case-study-reference-in-fiji-and-vanuatu" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/189434.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">16</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7944</span> Recognition and Protection of Indigenous Society in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Triyanto">Triyanto</a>, <a href="https://publications.waset.org/abstracts/search?q=Rima%20Vien%20Permata%20Hartanto"> Rima Vien Permata Hartanto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Indonesia is a legal state. The consequence of this status is the recognition and protection of the existence of indigenous peoples. This paper aims to describe the dynamics of legal recognition and protection for indigenous peoples within the framework of Indonesian law. This paper is library research based on literature. The result states that although the constitution has normatively recognized the existence of indigenous peoples and their traditional rights, in reality, not all rights were recognized and protected. The protection and recognition for indigenous people need to be strengthened. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous%20peoples" title="indigenous peoples">indigenous peoples</a>, <a href="https://publications.waset.org/abstracts/search?q=customary%20law" title=" customary law"> customary law</a>, <a href="https://publications.waset.org/abstracts/search?q=state%20law" title=" state law"> state law</a>, <a href="https://publications.waset.org/abstracts/search?q=state%20of%20law" title=" state of law"> state of law</a> </p> <a href="https://publications.waset.org/abstracts/74295/recognition-and-protection-of-indigenous-society-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74295.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">330</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7943</span> Teaching Vietnamese as the Official Language for Indigenous Preschool Children in Lai Chau, Vietnam: Exploring Teachers' Beliefs about Second Language Acquisition</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Thao%20Thi%20Vu">Thao Thi Vu</a>, <a href="https://publications.waset.org/abstracts/search?q=Libby%20Lee-Hammond"> Libby Lee-Hammond</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20McConney"> Andrew McConney</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Vietnam, the Vietnamese language is normally used as the language of instruction. The dominance of this language places children who have a different first language such as Indigenous children at a disadvantage when commencing school. This study explores preschool teachers’ beliefs about second language acquisition in Lai Chau provinces where is typical of highland provinces of Vietnam and the proportion of Indigenous minority groups in high. Data were collected from surveys with both closed-end questions and opened-end questions. The participants in this study were more than 200 public preschool teachers who come from eight different districts in Lai Chau. An analysis of quantitative data survey is presented to indicate several practical implications, such as the connection between teachers’ knowledge background that gained from their pre-service and in-service teacher education programs regarding second language teaching for Indigenous children and their practice. It also explains some factors that influence teachers’ beliefs and perspective about Indigenous children and pedagogies in their classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous%20children" title="indigenous children">indigenous children</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20Vietnamese" title=" learning Vietnamese"> learning Vietnamese</a>, <a href="https://publications.waset.org/abstracts/search?q=preschool" title=" preschool"> preschool</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20beliefs" title=" teachers’ beliefs"> teachers’ beliefs</a> </p> <a href="https://publications.waset.org/abstracts/80196/teaching-vietnamese-as-the-official-language-for-indigenous-preschool-children-in-lai-chau-vietnam-exploring-teachers-beliefs-about-second-language-acquisition" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/80196.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7942</span> Understanding Indigenous Perspectives and Critical Knowledge in International Law</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Radhika%20Jagtap">Radhika Jagtap</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Contemporary scholarship in international legal theory is investigating new avenues of providing alternatives to dominant concepts. Indigenous peoples’ philosophies and perspectives developed through them provide a fertile ground to explore similar alternative ideas. This review paper evaluates the theorized accounts of indigenous scholarships which have contributed towards a rich body of knowledge generating alternative visions on dominant notions of ‘post coloniality’, ‘resistance’ and ‘globalization’. Further, it shall assess the relevance of such a project in shaping contemporary international legal thought. Traditional or classical international law has been opined to be highly influenced by the colonial and imperialist history which also left a mark on the way dominant discourses of resistance and globalization are read in mainstream international law. The paper shall first define what do we mean by indigenous philosophy and what kind of indigeneity is that inclusive of. Second, the paper defines the dominant discourse and then counters the same with the alternative indigenous perspective in the case of each concept that is in question. Finally, the paper shall conclude with certain theoretical findings – that the post coloniality, from indigenous perspective, lead to the further marginalization of indigeneity, especially in the third world; that human rights as the sole means of representing resistance in international law ends up making it a very state-centric discipline and last, that globalization from an indigenous, marginalised perspective is not as celebrated as it is in mainstream international law. Major scholarly works that shall be central to the discussion are those of Linda Tuiwahi Smith, Ella Shohat and David Harvey. The nature of the research shall be inductive and involve mostly theoretical review of scholarly works. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous" title="indigenous">indigenous</a>, <a href="https://publications.waset.org/abstracts/search?q=post%20colonial" title=" post colonial"> post colonial</a>, <a href="https://publications.waset.org/abstracts/search?q=globalization" title=" globalization"> globalization</a>, <a href="https://publications.waset.org/abstracts/search?q=perspectives" title=" perspectives"> perspectives</a> </p> <a href="https://publications.waset.org/abstracts/57113/understanding-indigenous-perspectives-and-critical-knowledge-in-international-law" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57113.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">337</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7941</span> The Importance of Conserving Pre-Historical, Historical and Cultural Heritage and Its Tourist Exploitation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diego%20Renan%20G.%20Tudela">Diego Renan G. Tudela</a>, <a href="https://publications.waset.org/abstracts/search?q=Veruska%20C.%20Dutra"> Veruska C. Dutra</a>, <a href="https://publications.waset.org/abstracts/search?q=Mary%20Lucia%20Gomes%20Silveira%20de%20Senna"> Mary Lucia Gomes Silveira de Senna</a>, <a href="https://publications.waset.org/abstracts/search?q=Afonso%20R.%20Aquino"> Afonso R. Aquino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tourism in the present is the largest industry in the world, being an important global activity that has grown a lot in recent times. In this context, the activity of cultural tourism is growing, being seen as an important source of knowledge and information enjoyed by visitors. This article aims to discuss the cultural tourism, archaeological records and indigenous communities and the importance of preserving these invaluable sources of information, focusing on the records of the first peoples inhabiting the South American and North American lands. The study was based on discussions, theoretical studies, bibliographical research. Archaeological records are an important source of knowledge and information. Indigenous ethnic tourism represents a rescue of the authenticity of indigenous traditional cultures and their relation to the natural habitat. Cultural and indigenous tourism activity requires long-term planning to make it a sustainable activity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=tourism" title="tourism">tourism</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=preservation" title=" preservation"> preservation</a>, <a href="https://publications.waset.org/abstracts/search?q=discussions" title=" discussions"> discussions</a> </p> <a href="https://publications.waset.org/abstracts/82428/the-importance-of-conserving-pre-historical-historical-and-cultural-heritage-and-its-tourist-exploitation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/82428.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">262</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7940</span> Indigenous Knowledge and Nature of Science Interface: Content Considerations for Science, Technology, Engineering, and Mathematics Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mpofu%20Vongai">Mpofu Vongai</a>, <a href="https://publications.waset.org/abstracts/search?q=Vhurumuku%20Elaosi"> Vhurumuku Elaosi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many African countries, such as Zimbabwe and South Africa, have curricula reform agendas that include incorporation of Indigenous Knowledge and Nature of Science (NOS) into school Science, Technology, Engineering and Mathematics (STEM) education. It is argued that at high school level, STEM learning, which incorporates understandings of indigenization science and NOS, has the potential to provide a strong foundation for a culturally embedded scientific knowledge essential for their advancement in Science and Technology. Globally, investment in STEM education is recognized as essential for economic development. For this reason, developing countries such as Zimbabwe and South Africa have been investing into training specialized teachers in natural sciences and technology. However, in many cases this training has been detached from the cultural realities and contexts of indigenous learners. For this reason, the STEM curricula reform has provided implementation challenges to teachers. An issue of major concern is the teachers’ pedagogical content knowledge (PCK), which is essential for effective implementation of these STEM curricula. Well-developed Teacher PCK include an understanding of both the nature of indigenous knowledge (NOIK) and of NOS. This paper reports the results of a study that investigated the development of 3 South African and 3 Zimbabwean in-service teachers’ abilities to integrate NOS and NOIK as part of their PCK. A participatory action research design was utilized. The main focus was on capturing, determining and developing teachers STEM knowledge for integrating NOIK and NOS in science classrooms. Their use of indigenous games was used to determine how their subject knowledge for STEM and pedagogical abilities could be developed. Qualitative data were gathered through the use dialogues between the researchers and the in-service teachers, as well as interviewing the participating teachers. Analysis of the data provides a methodological window through which in-service teachers’ PCK can be STEMITIZED and their abilities to integrate NOS and NOIK developed. Implications are raised for developing teachers’ STEM education in universities and teacher training colleges. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=indigenous%20knowledge" title="indigenous knowledge">indigenous knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=nature%20of%20science" title=" nature of science"> nature of science</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20content%20knowledge" title=" pedagogical content knowledge"> pedagogical content knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title=" STEM education"> STEM education</a> </p> <a href="https://publications.waset.org/abstracts/70240/indigenous-knowledge-and-nature-of-science-interface-content-considerations-for-science-technology-engineering-and-mathematics-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70240.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">279</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7939</span> The Influence of Knowledge Spillovers on High-Impact Firm Growth: A Comparison of Indigenous and Foreign Firms </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yazid%20Abdullahi%20Abubakar">Yazid Abdullahi Abubakar</a>, <a href="https://publications.waset.org/abstracts/search?q=Jay%20Mitra"> Jay Mitra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is concerned with entrepreneurial high-impact firms, which are firms that generate ‘both’ disproportionate levels of employment and sales growth, and have high levels of innovative activity. It investigates differences in factors influencing high-impact growth between indigenous and foreign firms. The study is based on an analysis of data from United Kingdom (UK) Innovation Scoreboard on 865 firms, which were divided into high-impact firms (those achieving positive growth in both sales and employment) and low-impact firms (negative or no growth in sales or employment); in order to identifying the critical differences in regional, sectorial and size related factors that facilitate knowledge spillovers and high-impact growth between indigenous and foreign firms. The findings suggest that: 1) Firms’ access to regional knowledge spillovers (from businesses and higher education institutions) is more significantly associated with high-impact growth of UK firms in comparison to foreign firms, 2) Because high-tech sectors have greater use of knowledge spillovers (compared to low-tech sectors), high-tech sectors are more associated with high-impact growth, but the relationship is stronger for UK firms compared to foreign firms, 3) Because small firms have greater need for knowledge spillovers (relative to large firms), there is a negative relationship between firm size and high-impact growth, but the negative relationship is greater for UK firms in comparison to foreign firms. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=entrepreneurship" title="entrepreneurship">entrepreneurship</a>, <a href="https://publications.waset.org/abstracts/search?q=high-growth" title=" high-growth"> high-growth</a>, <a href="https://publications.waset.org/abstracts/search?q=indigenous%20firms" title=" indigenous firms"> indigenous firms</a>, <a href="https://publications.waset.org/abstracts/search?q=foreign%20firms" title=" foreign firms"> foreign firms</a>, <a href="https://publications.waset.org/abstracts/search?q=small%20firms" title=" small firms"> small firms</a>, <a href="https://publications.waset.org/abstracts/search?q=large%20firms" title=" large firms"> large firms</a> </p> <a href="https://publications.waset.org/abstracts/31422/the-influence-of-knowledge-spillovers-on-high-impact-firm-growth-a-comparison-of-indigenous-and-foreign-firms" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31422.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">429</span> </span> </div> </div> <ul class="pagination"> <li 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