Module 11 | Indigenous knowledge and sustainability - APCEIU

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Objectives To appreciate indigenous perspectives on ways of living together and using resources sustainably; To appreciate the role of indigenous knowledge and traditional ways of learning in maintaining the sustainability of a community; To understand the role of 'modern' education in undermining indigenous knowledge and ways of teaching and learning; and To identify opportunities for integrating relevant aspects of indigenous knowledge and approaches to teaching and learning into the school curriculum. Activities 1. The wisdom of the elders 2. Why is indigenous knowledge important 3. Living by indigenous knowledge 4. Indigenous and formal education 5. Enhancing the curriculum through indigenous knowledge 6. Reflection References Alan, R. Emery and Associates (1997) Guidelines for Environmental Assessments and Traditional Knowledge, A Report from the Centre for Traditional Knowledge of the World Council of Indigenous People, Ottawa. Burger, J. (1990) The Gaia Atlas of First Peoples: A Future for the Indigenous World, Penguin Books, Ringwood. Johannes, R.E. (ed) (1989) Traditional Ecological Knowledge: A Collection of Essays, International Union for the Conservation of Nature, Gland. Kundtson, P. and Suzuki, D. (1992) Wisdom of the Elders, Allen and Unwin, Sydney. Maffi, L., Oviedo, G., and Larsen, P.B. (2000) Indigenous and Traditional Peoples of the World and Ecoregion Conservation: An Integrated Approach to Conserving the World's Biological and Cultural Diversity, A WWF Research Report, Gland, Switzerland. Nakashima, D. (1992) Conceptualising nature: The cultural context of resource management, Nature and Resources, 34(4), pp. 8-22. Ulluwishewa, R. (1993) Indigenous Knowledge, National IK Resource Centres and Sustainable Development, Indigenous Knowledge and Development Monitor, 1(3), pp. 11- 13. Ulluwishewa, R., Kaloko, A., and Morican, D. (1997) Indigenous Knowledge and Environmental Education, Paper presented at Environmental Education Workshop, University of Brunei, Darussalam. Shiva, V. (1989) Staying Alive: Women, Ecology and Development, Zed Books, London.
Sri Lanka Centre for Indigenous Knowledge (1996) Indigenous Knowledge and Sustainable Development, University of Sri Jayewardenapura, pp. vii-viii. Warren, D.M., Brokensha, D. and Slikkenveer, L.J. (eds) (1992) Indigenous Knowledge Systems: The Cultural Dimensions of Development, Kegan Paul International, London. Internet Sites Indigenous knowledge and practices vary greatly between countries and regions. Therefore, the activities and resources provided here need to be considered within the context of indigenous experiences in your part of the world. Useful sources of information include: Center for World Indigenous Studies CIRAN The Centre for International Research and Advisory Networks for Indigenous Knowledge and Sustainable Development. The Earth Council Indigenous Peoples' Project Indigenous Education Worldwide This Internet site lists materials, contacts, links and other resources related to the: Ainu of Japan Aborigines of Australia First Nations of Canada Indigenous People of Russia Maori of New Zealand Native Hawaiians Native North Americans Saami of Scandinavia Inuit Indigenous Knowledge and Development Monitor A journal published by CIRAN on the role that indigenous knowledge can play in sustainable development. The Monitor is published three times a year. UNESCO's (MOST) database of best practice on Indigenous Knowledge The Centre for International Research and Advisory Networks (CIRAN) in cooperation with UNESCO's Management of Social Transformations Programme (MOST) jointly coordinate a database of best practice on Indigenous Knowledge. This site includes a definition of indigenous knowledge, a discussion of criteria for selecting 'best practice', and a registry of best practice that gives numerous detailed summaries of projects in Africa, Asia, Europe and Latin America that have sought to improve conditions and alleviate poverty through the successful employment of indigenous knowledges. The site also links to CIRAN and MOST's joint publication entitled Best Practices on Indigenous Knowledge.
Page 1: Introduction Sophisticated knowledg
Page 5 and 6: Begin by opening your learning jour
Page 8 and 9: Definition of Indigenous All defini
Page 10 and 11: This activity is based on a short e
Page 12 and 13: Interviews with Indigenous People T
Page 14 and 15: land is in the hands of private ind
Page 16: Natural Remedies and Medicines In m
Page 19 and 20: following the buddhist religion in
Page 21 and 22: arely, if ever, seen in traditional
Page 23 and 24: INTERVIEW TOPIC 1: HEALTH AND MEDIC
Page 25 and 26: INTERVIEW TOPIC 2: SANITATION ACTIV
Page 27 and 28: Resources used Contemporary status
Page 29 and 30: 2. Preservation of Forests Examples
Page 31 and 32: INTERVIEW TOPIC 4: AGRICULTURE ACTI
Page 33 and 34: Resources used Contemporary status
Page 37 and 38: Less valued in distant areas Object
Page 39 and 40: Today there is a growing recognitio
Page 42 and 43: Educating Today's Youth in Indigeno
Page 44 and 45: elieve that humans are not separate
Page 48 and 49: Q2: Complete the table for each pri
Page 50: guidelines in your teaching. How mi

Module 11 | Indigenous knowledge and sustainability - APCEIU

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