“Indigenise, nationalise and spiritualise”– an agenda for education?

Sundar, Nandini

doi:10.1111/1468-2451.00389

Cited by 34 publications

(29 citation statements)

References 10 publications

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“…In addition, this grouping is also acting as a crosschecking device (Krueger et al, 2000), an important ingredient in a research involving indigenous knowledge and formal education. This is in agreement with Sundar (2002) who holds that the relation between IK and formal education can be explored through the juxtaposition of the two in a given project or program.…”

Section: Chapter Six Presentation Analysis and Discussion Of Researcsupporting

confidence: 89%

Education for all (EFA) and the ‘African Indigenous Knowledge Systems (AIKS)’: The case of the Chewa people of Zambia

Banda

2009

International Journal of Educational Development

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Section: Chapter Six Presentation Analysis and Discussion Of Researcsupporting

confidence: 89%

Education for all (EFA) and the ‘African Indigenous Knowledge Systems (AIKS)’: The case of the Chewa people of Zambia

Banda

2009

International Journal of Educational Development

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“…Others have observed that including IEK in formal education runs the risk of replacing "one form of colonial mindset with another" by oversimplifying the dynamic nature of culture (Burnett 2007). Moreover, such moves may do little to address the underlying power imbalances that can drive discrimination against local and indigenous knowledge in the first place (Sundar 2002).…”

Section: Formal Educationmentioning

confidence: 99%

“…In particular, the contested definition of "indigenous" raises questions of whose knowledge will be protected, and who will decide how this is done (Sundar 2002, Dove et al 2007). To date, work in this field is rarely explicit about the motivations and aims of the key actors, who may have different visions for the value of IEK and vernacular language in the future (Burnett 2007).…”

Section: Focus On Rights and Powermentioning

confidence: 99%

The challenges of maintaining indigenous ecological knowledge

McCarter¹,

Gavin²,

Baereleo³

et al. 2014

E&S

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ABSTRACT. Increased interest in indigenous ecological knowledge (IEK) has led to concern that it is vulnerable amidst social and ecological change. In response, multiple authors have recommended the establishment of programs for the maintenance and revitalization of IEK systems. However, few studies have analyzed the methods, opportunities, and challenges of these programs. This is a critical gap, as IEK maintenance is challenging and will require layered and evidence-based solutions. We seek to build a foundation for future approaches to IEK maintenance. First, we present a systematic literature review of IEK maintenance programs (n = 39) and discuss the opportunities and challenges inherent in five broad groups of published approaches. Second, we use two case studies from the Republic of Vanuatu to illustrate these challenges in more depth. The first case study takes a community-based approach, which has inherent strengths (e.g., localized organization). It has, however, faced practical (e.g., funding) and epistemological (changing modes of knowledge transmission) challenges. The second case study seeks to facilitate IEK transmission within the formal school system. Although this model has potential, it has faced significant challenges (e.g., lack of institutional linkages). We conclude that supporting and strengthening IEK is important but that serious attention is needed to account for the social, situated, and dynamic nature of IEK. In closing, we use the review and case studies to propose four principles that may guide adaptive and flexible approaches for the future maintenance of IEK systems.

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“…This limitation of Western culture and paganism in social sciences leads to resistance and call for indigenous management knowledge. Therefore, indigenous knowledge is defined as being non-formal, intuitive, holistic, local and contextual, unique to a particular culture, largely empirical or technical rather than theoretical (Sundar, 2002). In other words, indigenous knowledge refers to the 'knowledge unique to a given culture or society characterized by the common sense, ideas, thoughts, values of people formed as a result of the sustained interactions of society, nature and culture' (Yang, 2004, 3).…”

Section: Defining Indigenizationmentioning

confidence: 99%