Ladislaus M. Semali and Joe L. Kincheloe's edited book, What is Indigenous Knowledge?: Voices from the Academy not only exposes the fault lines of modernist grand narratives, but also illuminates, in a vivid and direct way, what it means to come to subjectivity in the margins. The international panel of contributors from both industrialized and developing countries, led by Semali and Kincheloe, injects a dramatic dynamic into the analysis of knowledge production and the rules of scholarship, opening new avenues for discussion in education, philosophy, cultural studies, as well as in other important fields.

Indigenous ways of understanding and interacting with the natural world are characterized as Traditional Ecological Knowledge (TEK), which derives from emphasizing relationships and connections among species. This book examines TEK and its strengths in relation to Western ecological knowledge and evolutionary philosophy. Pierotti takes a look at the scientific basis of this approach, focusing on different concepts of communities and connections among living entities, the importance of understanding the meaning of relatedness in both spiritual and biological creation, and a careful comparison with evolutionary ecology. The text examines the themes and principles informing this knowledge, and offers a look at the complexities of conducting research from an indigenous perspective.

Although the manifestation of what is taken to be indigenous knowledge could presumably be traced back roughly to the origins of humankind, the idea of indigenous knowledge is a fairly recent phenomenon. It has arguably gained conceptual and discursive currency only over the past half century, with a veritable slew of conferences, workshops, special journal editions, and anthologies devoted to the topic. Yet, there has been no treatise that offers a comprehensive, critical examination of this notion. Accounts of indigenous knowledge usually focus on explanations of “indigenous,” “local,” “traditional,” “African” and the like – but to date not a single defense of indigenous knowledge has bothered to explain the particular understanding of “knowledge” the authors are working with. Indigenous Knowledge: Philosophical and Educational Considerations’s critique of the idea of indigenous knowledge should in no way be understood as an endorsement of the evils of colonial conquest and (ongoing) exploitation, oppression, and subjugation. Nor should it be taken as an indication of a failure on the part of the Kai Horsthemke to sympathize with the struggle of indigenous peoples the world over for a dignified and sustainable way of life, for personal and communal space, and for self-determination. The aim of the book is to provide especially “indigenous” educators with theoretical tools for critical reflection and interrogation of their own and others’ preconceptions, assumptions, and epistemic practices and customs.

Bringing together researchers from geographically, culturally, and linguistically diverse regions, Indigenous Knowledge Systems and Research Methodologies offers practical guidance and lessons learned from research projects in and with Indigenous communities around the world. With an aim to examine issues of power, representation, participation, and accountability in studies involving Indigenous populations, the contributors reflect on their own experiences conducting collaborative research in distinct yet related fields. The book is anchored by specific themes: exploring decolonizing methodological paradigms, honoring Indigenous knowledge systems, and growing interdisciplinary collaboration toward Indigenous self-determination. This volume makes a significant contribution to Indigenous community as well as institutional scholarly and practical discussions by emphasizing guidance and questions from Indigenous scholars who are designing studies and conducting research that is moving the field of Indigenous research methodologies forward. Discussing challenges and ideas regarding research ethics, data co-ownership, data sovereignty, and dissemination strategies, this text is a vital resource for all students interested in the application of what can be gained from Indigenous research methods.

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

This book explores the role of the social and natural sciences in supporting the development of indigenous knowledge systems. It looks at how indigenous knowledge systems can impact on the transformation of knowledge generating institutions such as scientific and higher education institutions on the one hand, and the policy domain on the other.

Monograph on traditional knowhow and information dissemination systems used by indigenous peoples and their potential role in rural development - presents case studies in the agricultural sector, discusses research methods for the study of ethnoscience, ethnolinguistics, etc. Bibliography pp. 409 to 443 and diagrams.