Indigenous Technology Knowledge Systems
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Indigenous Technology Knowledge Systems
There has been a growing interest in indigenous knowledge systems and research. This interest has been mainly triggered by the need to decolonize education as a response to the colonial onslaught on indigenous knowledge and people. Research has, however, concentrated on the generality of the indigenous knowledge system rather than on its related dimensions. One area that has suffered a lack of attention is indigenous conceptions of science, technology, engineering, and mathematics (STEM) despite the unquestionable evidence of STEM in indigenous contexts. Most STEM is presented by colonial establishments and representations, especially in developed/modern/urban contexts, which portray STEM as a colonial construct. This book focuses on indigenous technological knowledge systems education (ITKSE). Indigenous people have been at the front of technological developments from pre-colonial times. The list of precolonial industries, science, and technology is extensive, including blacksmithing, wood-carving, textile-weaving and dyeing, leather works, beadworks, pottery making, architecture, agricultural breeding, metal-working, salt production, gold-smithing, copper-smithing, leather-crafting, soap-making, bronze-casting, canoe-building, brewing, glass-making, and agriculture, for example. In some parts of the world such as Africa and Australia, these technologies still exist. ITKSE should not be left to exist outside of the technology education curriculum and classroom as it can benefit both indigenous students, who have been denied learning about what is relevant to them, and non-indigenous students. These cultural groups can expand their knowledge of technology by learning both ITKSE and Western technological knowledge systems education (WTKSE). ITKSE also presents opportunities for technology teachers to reflect on and revisit their depth of technological knowledge, pedagogies, and assessment. The intent of this book is transformational in the sense that it brings decolonial and indigenous perspectives into the technology education context. It extends technology education in the sense that it will not only influence Western-minded architects, artisans, designers, etc. but encourage indigenous-mindedness as well.
Handbook of Research on Protecting and Managing Global Indigenous Knowledge Systems
Indigenous knowledge systems (IKS) are a combination of knowledge systems encompassing technology; social, economic, and philosophical learning; or educational, legal, and governance systems. The lack of documentation of these systems presents a problem as the knowledge is fading away over time. In response, it is essential that policies and strategies are undertaken to ensure that these systems are protected and sustained for generations to come. The Handbook of Research on Protecting and Managing Global Indigenous Knowledge Systems is a comprehensive reference source that works to preserve indigenous knowledge systems through research. Focusing on key concepts such as tools of indigenous knowledge management and African indigenous symbols, the book preserves and promotes indigenous knowledge through research and fills the void staff and students within the field of indigenous knowledge systems face with the current lack of research and resources. This book is ideal for university students, lecturers, researchers, academicians, policymakers, historians, sociologists, and anyone interested in the field of indigenous knowledge systems.
The Cultural Dimension of Development
The potential of indigenous knowledge is being recognized for international development. This book argues that local people do know their environment, and that this knowledge has to be taken into account in planning and implementing accessible and effective development.