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==Origins of indigenous knowledge==
==Origins of indigenous knowledge==
Local and culturally specific knowledge and ways of knowing arise out of the simple fact that physical and cultural environments vary a great deal across the globe.  People who live in different physical environments naturally learn ecology, geology, hydrology and other aspects of the environment in different ways.  Similarly, divergent cultural contexts foster diverging perspectives and ways of thinking about the various fields of knowledge.
Local and culturally specific knowledge and ways of knowing arise out of the simple fact that physical and cultural environments vary a great deal across the globe.  People who live in different physical environments naturally learn ecology, geology, hydrology and other aspects of the environment in different ways.  Similarly, divergent cultural contexts foster diverging perspectives and ways of thinking about the various fields of knowledge. As a result, the accumulated knowledge of a people living in one part of the globe frequently includes specific knowledge or perspectives that differ from those of groups in other places.
 


==Participatory development==
==Participatory development==
At the turn of the twenty-first century, economic development strategies shifted away from generalizing holistic theories toward local-level programs focused on local participation and empowerment.<ref>Giles Mohan and Kristian Stokke. 2000. Participatory Development and Empowerment: The Dangers of Localism. ''Third World Quarterly'' 21(2):247–268.</ref>  Recent projects have therefore placed significant emphasis on incorporating local and indigenous knowledge into their overall program objectives.  The result is a practical challenge to the traditional conception of linear development.
At the turn of the twenty-first century, economic development strategies shifted away from generalizing holistic theories toward local-level programs focused on local participation and empowerment.<ref>Giles Mohan and Kristian Stokke. 2000. Participatory Development and Empowerment: The Dangers of Localism. ''Third World Quarterly'' 21(2):247–268.</ref>  Recent projects have therefore placed significant emphasis on incorporating local and indigenous knowledge into their overall program objectives.  The result is a practical challenge to the traditional conception of linear development.

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Indigenous knowledge is knowledge of ecology, botany, medicine, agriculture and other fields that does not originate in academic or corporate research institutions but rather is based on local-level accumulated knowledge and is frequently inherited through tradition and culture. Indigenous knowledge is increasingly used by development agencies like the World Bank in the formulation of their objectives and methods for local-level projects.

Origins of indigenous knowledge

Local and culturally specific knowledge and ways of knowing arise out of the simple fact that physical and cultural environments vary a great deal across the globe. People who live in different physical environments naturally learn ecology, geology, hydrology and other aspects of the environment in different ways. Similarly, divergent cultural contexts foster diverging perspectives and ways of thinking about the various fields of knowledge. As a result, the accumulated knowledge of a people living in one part of the globe frequently includes specific knowledge or perspectives that differ from those of groups in other places.

Participatory development

At the turn of the twenty-first century, economic development strategies shifted away from generalizing holistic theories toward local-level programs focused on local participation and empowerment.[1] Recent projects have therefore placed significant emphasis on incorporating local and indigenous knowledge into their overall program objectives. The result is a practical challenge to the traditional conception of linear development.

  1. Giles Mohan and Kristian Stokke. 2000. Participatory Development and Empowerment: The Dangers of Localism. Third World Quarterly 21(2):247–268.