Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-11-28T11:45:13.817Z Has data issue: false hasContentIssue false
  • English
  • Français

Indigenous Knowledge: Towards Learning Materials and Methodologies that Respond to Social Processes of Marginalisation and Appropriation in Eastern Southern Africa

Published online by Cambridge University Press:  23 June 2015

Rob O'Donoghue
Rob O'Donoghue*
Affiliation:
Rhodes University, South Africa
*
†Gold Fields EE Service Centre, Rhodes University EE Unit, Grahamstown, South Africa. Email: [email protected]
Rights & Permissions [Opens in a new window]

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

This study sheds light on how a rich legacy of intergenerational, contextual knowing (indigenous environmental knowledge) was successively overlooked and marginalised, or was appropriated and re-orientated in developing scientific institutions, in eastern southern Africa. The Nguni case evidence reviewed, uncovers a somewhat blind appropriation and reorientation of environmental knowledge in the colonial administration and within emerging scientific institutions. It examines how processes such as this served to marginalise indigenous “ways of knowing,” and consequently, “African knowledge systems” in the region. Evidence of colonial oppression is nothing new, but a closer look at some of the institutional processes involved is used to inform the design of the “IK & Today,” materials being developed with educators and communities by researchers working on The National Research Foundation (NRF) programme of the Rhodes University Environmental Educatiuon Unit.

Keywords

indigenous environmental knowledgedevelopment of environmental education materials
Type
Research Article
Information
Australian Journal of Environmental Education , Volume 19 , 2003 , pp. 57 - 67
Copyright
Copyright © Cambridge University Press 2003

References

References:

Beck, U. (1993). Risk Society: Towards a new modernity. London: Sage.Google Scholar
Edgecombe, R. (Ed.), (1982). Bringing Forth Light: Five tracts on Bishop Colenso's Zulu Mission, Colenso, W. J.. Killie Campbell Africana Reprint. Pietermaritzburg: University of Natal Press.Google Scholar
Latour, B. (1999). Pandora's Hope: Essays on the reality of science studies. London: Harvard University Press.Google Scholar
Masuku, L. (1999). The Role of Indigenous Knowledge in / for Environmental Education: The case of an Nguni story in the schools water action project. Unpublished Master of Education Thesis, Rhodes University, Grahamstown.Google Scholar
O'Donoghue, R., & Neluvhalani, E. (2002) Indigenous knowledge: A review of developing methods and methodological perspectives for school curriculum contexts. In Crossman, P. (Ed.), Teaching Endogenous Knowledge in South Africa. Centre for Indigenous Knowledge, University of Pretoria.Google Scholar
Odora, C. (2000). Scenarios for the future of education in Africa: Factors, rationales and starting points for intervention.: In Alexander, N. (Ed.), Educational Innovation in Post-Colonial Africa. Selected papers from the Panafrican Colloquium. 1994. Cape Town: PRAESA Google Scholar
Player, I. (1997). Zululand Wilderness: Shadow and soul. Cape Town: David Philip Publishers.Google Scholar
Pringle, J. (1982). The Conservationists and the Killers. Cape Town: T. V. Bulpin and Books for Africa.Google Scholar
Steel, N. (1968). Game Ranger on Horseback. Cape Town: Books of Africa.Google Scholar