Indigenous knowledges and vegetation use among bedouin in the Eastern Desert of Egypt

Briggs, John; Badri, M.A.; Mekki, Abdel-Monaim

doi:10.1016/s0143-6228(98)00037-x

Cited by 32 publications

(40 citation statements)

References 12 publications

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“…Watson, Adams and Mutiso (1998) draw similar conclusions about the dynamism of knowledge systems in relation to Marakwet irrigation management in Kenya, whilst in southern Egypt, Bedouin communities display a dynamic and pro-active relationship with their natural environment, testing and developing new environmental knowledge compatible with their economic and social environments (Briggs, 1995;Briggs, Badri and Mekki, 1999). In central Tanzania, paddy rice has only been grown since the 1930s, when it was introduced by Asian in-migrants to the area, but is now widely grown by African farmers, all of whom consider rice-cultivation to be an indigenous activity (Shaka, Ngailo and Wickama, 1996).…”

Section: Indigenous Knowledge As a Romanticised Static And Unchanginmentioning

confidence: 85%

“…There has been relatively less interest in knowledge about vegetation for grazing and livestock management more generally, although there are notable exceptions (for example, Bollig and Schulte, 1999;Briggs, Badri and Mekki, 1999;Dinucci and Fre, 2003;and Goodman and Hobbs, 1988, among others). Arguably, this interest has been at the expense of a deeper understanding of the epistemology of indigenous knowledge; the focus of attention has been very much on an empirical and practical knowledge of the environment and natural resources, and how they can be used and managed in ways that provide material support for communities within which they are deployed.…”

Section: The Focus On the Empirical And (Arte)factualmentioning

confidence: 99%

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The use of indigenous knowledge in development: problems and challenges

Briggs

2005

Progress in Development Studies

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The use of indigenous knowledge has been seen by many as an alternative way of promoting development in poor rural communities in many parts of the world. By reviewing much of the recent work on indigenous knowledge, the paper suggests that a number of problems and tensions have resulted in indigenous knowledge not being as useful as hoped for or supposed. These include problems emanating from a focus on the (arte)factual; binary tensions between western science and indigenous knowledge systems; the problem of differentiation and power relations; the romanticisation of indigenous knowledge; and the all too frequent decontextualisation of indigenous knowledge. KeywordsIndigenous knowledge; development; indigenous environmental knowledge; power relations 2The use of indigenous knowledge in development: problems and challenges

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Section: Indigenous Knowledge As a Romanticised Static And Unchanginmentioning

confidence: 85%

Section: The Focus On the Empirical And (Arte)factualmentioning

confidence: 99%

The use of indigenous knowledge in development: problems and challenges

Briggs

2005

Progress in Development Studies

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383

302

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“…In group discussions participants were asked about activities that either they or local people took part in which they considered environmentally sustainable, what they learnt at school, and to reflect on responsibility for environmental sustainability. A kinaesthetic exercise also required participants to move about to express ideas, for example, participants were asked about how important they o side ed t aditio al o ode ethods of e i o e tal a age e t to e. These a ti ities generated data which could be compared across groups (Briggs et al 1999;Kesby 2000 Semi-structured interviews took place with state actors, NGO employees, and local leadership (12 individuals). 14 teachers were interviewed who worked at the schools.…”

Section: Geographical and Earth Sciences University Of Glasgowmentioning

confidence: 99%

The dominant/marginal lives of young Tanzanians: Spaces of knowing at the intersection of Children’s Geographies and Development Geographies

Smith

2013

Geoforum

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De elop e t Geog aph a d Child e s Geog aphies ha e e o e disti t su -disciplines in their own right, yet despite a number of cross-cutting concerns, the theoretical and practical insights of both have only more recently become explicitly shared. I use a case study of an environmental education project with young people in Tanzania to illustrate how a perspective that draws from both Child e s a d De elop e t Geog aphies can deliver significant challenges to both fields, yet also reveals important insights into the lives of young people in the global South. Young people in Tanzania hold distinct environmental knowledges compared to adults, learnt through projects and s hools hi h a e fo used o o se atio of the atu al e i o e t. This aises halle ges for critical Development Geographies, as ou g people appea to hold do i a t Weste k o ledges, et the a e also a gi al a to s in society. Fo Child e s Geog aphies, this provokes questions about whether the knowledges of young people should be challenged. Local social hierarchies also govern spaces of knowledge expression. Young people can be more empowered to express their knowledge in the formal spaces of the school compared to the wider community, such that formal spaces may offer more empowering potential. This runs counter to the general thrust of Child e s and Development Geographies, often championing informal, local knowledges and spaces. There is a need to re-think education for young people in Tanzania in terms of its potential for their 2 empowerment, but also to reconsider some of the fundamental assumptions about childhood and local community development which pervade both Child e s a d De elop e t Geog aphies. KeywordsChild e s Geographies; Development Geographies; Participation; Empowerment; Local knowledge; Education I troductio : Childre 's Develop e t Geographies?Interdisciplinary enquiry has become imperative to current research agendas, yet within the discipline of Geography there are sub-disciplines which should, arguably, be more engaged than they currently are. There is a danger that knowledges within Geography become sub-divided and pigeon-holed such that, despite some important cross-cutting issues, little productive The primary aim of this paper is to drive forward some of the budding debates by illustrating how an approach with an overt concern for both fields can have significant insights which might otherwise be overlooked. Different Geographies?Poor Although there have been calls for inter-sub-disciplinary engagement, significant crossover material does e ist. Those ith a e pli it i te est i Child e s Geog aphies ha e ee o e ed ith themes which are important to Development Geographies, including the place of young people as a gi al a to s Pai ; "utto , ith atte tio to e e da spatialities of hildhood Ho e e , the e a e o te po a e a ples of esea h ith a e pli it o e fo Child e s There has been a significant contribution to understanding the lives of young people in the global South from beyond the discipline of Geography. Boyden (20...

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“…Leaves of young trees of Acacia tortilis are eaten by goats and sheep, but the main value of this species is in its pods, which can be eaten by all African livestock. At the time when pods are mature, they are often the main source of food for sheep and goats (Briggs et al, 1999). Salvadora fruits are sweet and edible.…”

Section: Paleoenvironmental and Paleoeconomic Implicationsmentioning

confidence: 99%

Holocene environment and subsistence patterns near the Tree Shelter, Red Sea Mountains, Egypt

2008

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The Tree Shelter site dates to the Early to Mid-Holocene (8000 to 4900 14 C yr BP). Present conditions around the site are hyperarid, but charcoal remains indicate less severe aridity at the time of its occupation. The environment around the site then supported a rich wadi vegetation, which allowed hunting during the Epipaleolithic and herding during the Neolithic occupation. Although more favorable than today, the environmental conditions also displayed a desert character and seem to have limited the range of domestic herbivores introduced in the area.

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Indigenous knowledges and vegetation use among bedouin in the Eastern Desert of Egypt

Cited by 32 publications

References 12 publications

The use of indigenous knowledge in development: problems and challenges

The use of indigenous knowledge in development: problems and challenges

The dominant/marginal lives of young Tanzanians: Spaces of knowing at the intersection of Children’s Geographies and Development Geographies

Holocene environment and subsistence patterns near the Tree Shelter, Red Sea Mountains, Egypt

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