Relevant bibliographies by topics / Indigenous knowledge – Namibia

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Indigenous knowledge – Namibia'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Indigenous knowledge – Namibia"

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Sharley, Victoria, Janetta Ananias, Alyson Rees, and Emmerita Leonard. "Child Neglect in Namibia: Emerging Themes and Future Directions." British Journal of Social Work 49, no. 4 (2019): 983–1002. http://dx.doi.org/10.1093/bjsw/bcz043.

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Abstract This article initiates the conversation on the conceptualisation of child neglect in Namibia, reporting findings from a small study undertaken in 2017. The research is a collaboration between academics at the University of Namibia, Africa, University of Bristol and Cardiff University in the UK. The study is the first of its kind in Namibia, offering original knowledge about what constitutes neglect for children in the local context of child-rearing practice. Qualitative interviews with practitioners in schools and social-care organisations were undertaken in three of the fourteen political regions of Namibia. Interviews ascertained participants’ thoughts and understandings of child neglect at individual and community levels. Teenage pregnancy and substance misuse emerged as central to the conceptualisation of neglect within the local context, with a tension between Western and indigenous child-rearing practices. This article offers rich insights into the social construction of child neglect amongst indigenous communities in Namibia, identifying a need for knowledge gathering into broader aspects of child health and well-being within Namibia’s diverse indigenous peoples. The authors call for future co-produced research, which engages local communities and stakeholders in investigating this issue, to improve the health and well-being of Namibian children in congruence with the United Nations Sustainable Development Goals.
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Hooli, Lauri Johannes, and Jussi Sakari Jauhiainen. "Building an innovation system and indigenous knowledge in Namibia." African Journal of Science, Technology, Innovation and Development 10, no. 2 (2018): 183–96. http://dx.doi.org/10.1080/20421338.2018.1436737.

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Jauhiainen, Jussi S., and Lauri Hooli. "Indigenous Knowledge and Developing Countries’ Innovation Systems: The Case of Namibia." International Journal of Innovation Studies 1, no. 1 (2017): 89–106. http://dx.doi.org/10.3724/sp.j.1440.101007.

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Chinsembu, Kazhila C., Cornelia N. Shimwooshili-Shaimemanya, Choshi D. Kasanda, and Donovan Zealand. "Indigenous knowledge of HIV/AIDS among High School students in Namibia." Journal of Ethnobiology and Ethnomedicine 7, no. 1 (2011): 17. http://dx.doi.org/10.1186/1746-4269-7-17.

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Klein, Jørgen. "Indigenous knowledge and education – the case of the Nama people in Namibia." Education as Change 15, no. 1 (2011): 81–94. http://dx.doi.org/10.1080/16823206.2011.554847.

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Shapi, Martin, Hina Mu Ashekele, and Ahmad Cheikhyous. "General Practices on Indigenous Knowledge System Technology in Selected Regions of Namibia." Journal of Applied Sciences 12, no. 14 (2012): 1445–55. http://dx.doi.org/10.3923/jas.2012.1445.1455.

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Bartholomew, Theodore T. "Madness (Eemwengu) and Its Sources." Journal of Cross-Cultural Psychology 48, no. 3 (2017): 421–37. http://dx.doi.org/10.1177/0022022117692676.

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Integrating indigenous cultural knowledge into conceptualizing mental illness offers fruitful avenues to better contextualize mental health. What is abnormal and indicative of psychological distress varies in the meaning given to symptoms and the actual identification of disorders. This is no less true in Ovambo culture in Namibia, Southern Africa. The Namibian government, however, has noted that little is known about the mental health needs throughout the country. Although some researchers have identified symptoms of psychological distress in Namibian men and women, cultural tradition and belief systems are typically missing. The purpose of this study was to use ethnographic data to develop an understanding of what Ovambo men and women living in a rural area of Northern Namibia believe about mental illness. Informal discussions and formal interviews served as data. Participants ( N = 14) were all Ovambo men or women who were sampled after ongoing engagement in a rural community in northern Namibia. Data from field observations and interviews were analyzed using grounded theory open coding, resulting in two key categories: (a) Eemwengu (madness) and Omunanamwengu (the mad one) and (b) Where Madness Comes From: Explanations of Mental Illness. The first category offers insight into a culturally embedded way of identifying mental illness in Ovambo culture. The second category includes several subcategories oriented to the etiology of mental illness in Ovambo culture. Etiological beliefs about mental illness, eemwengu as a culturally embedded construct, and social control in the beliefs about psychological distress in Ovambo culture are discussed.
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Cheikhyous, Ahmad, Hina Mu Ashekele, and Werner Embashu. "Indigenous Knowledge System Best Practices from Namibia: The Case of Oshikundu Processing Methods." Trends in Applied Sciences Research 7, no. 11 (2012): 913–21. http://dx.doi.org/10.3923/tasr.2012.913.921.

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Cheikhyoussef, Ahmad, and Werner Embashu. "Ethnobotanical knowledge on indigenous fruits in Ohangwena and Oshikoto regions in Northern Namibia." Journal of Ethnobiology and Ethnomedicine 9, no. 1 (2013): 34. http://dx.doi.org/10.1186/1746-4269-9-34.

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Dan, Vicky, Kingo Mchombu, and Alfons Mosimane. "Indigenous medicinal knowledge of the San people: the case of Farm Six, Northern Namibia." Information Development 26, no. 2 (2010): 129–40. http://dx.doi.org/10.1177/0266666910367479.

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Dissertations / Theses on the topic "Indigenous knowledge – Namibia"

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Sheya, Elieser. "Indigenous knowledge and environmental education : a case study of selected schools in Namibia." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86476.

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ENGLISH ABSTRACT: In some contemporary discourses, a new dimension of knowledge is increasingly being recognised. Sustainable development is no longer the exclusive domain of western science and technology. There is a growing interest in the role that indigenous people and their communities can play in sustainable development. The integration of indigenous knowledge (IK) into formal school curricula, especially environmental education (EE), is seen as a key approach to making education relevant to rural students. This will also promote the intellectual diversity required to manage the scope, complexity and uncertainty of local and global environmental issues. This study is guided by constructivist approaches and postcolonial perspectives that recognise the differences between IK and western sciences but at the same time concerned with ways in which the two can work together. In particular, this study uses a qualitative case study of selected schools in the Northern part of Namibia to investigate how IK can be used to support EE in rural schools. The National (Namibian) Curriculum for Basic Education and the Life Science curriculum documents have been analysed, focusing specifically on how IK is coupled with EE at school level. The review of the curriculum documents revealed that IK is not only ignored and underutilised in schools, but also systematically undermined as a potential source of knowledge for development. The curriculum continues to reinforce western values at the expense of IK. To gain more insight into existing EE practices in schools and the role that local knowledge can play in school syllabi, six teachers, two advisory teachers and two traditional leaders were carefully selected and interviewed. The basis for this was to possibly challenge and address the needs that learners and their environment have. The participants in this study embraced the inclusion of IK in EE. However, the processes of combining IK with science may be constrained by challenges related to: teachers‟ attitudes, the design of the curriculum, and the way learner-centered education is conceptualised and practiced in schools. The study suggests that, to incorporate IK into EE effectively may require a shift away from the current strong subject-based, content-focused and examination driven EE curriculum. A cross-cultural Science Technology and Society (STS) curricula that includes a broad range of disciplines and provides a context within which all knowledge systems can be equitably compared and contribute to our understanding of the environment is proposed as an alternative curricula framework.
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Iilonga, Selma. "The role of the public library towards a knowledge economy of Namibia." University of the Western Cape, 2019. http://hdl.handle.net/11394/6681.

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Philosophiae Doctor - PhD<br>Access to knowledge and information is found to be the cornerstone in the road to knowledge economy transformation whereby the utilization of knowledge is the key engine of economic growth, where knowledge is acquired, created, disseminated and used effectively to enhance economic and social development. This means that the more people acquire knowledge, the more they will begin producing new products or improving systems and existing products, thus adding value to local products and improving the GDP of the country, as well as improving their social livelihood. Therefore, the primary role public libraries have is being the knowledge hubs, to make provision of higher quality knowledge and to make information accessible to the public to equally contribute to all NDPs towards achieving the Namibia Vision 2030 for a knowledge economy. This research study discusses “The contribution of the Public Library services towards a knowledge economy transformation readiness which is envisaged by the Namibia Vision 2030. In achieving that, the study has investigated the state of the Namibia legislative and policy framework reflections of access to knowledge and information as provided by libraries. The study further examines the availability and accessibility of knowledge and information resources, including ICT infrastructure at public libraries in remote rural areas. Moreover, it discusses the types of education and training programmes conducted by public libraries in ensuring that users have the necessary information and retrieval searching competencies and skills for accessing and navigating available information infrastructural resources. Finally, it explores innovation systems, technologically and non-technologically initiated by librarians for library services enhancement, and how library users have tapped into the growing stock of knowledge and information, and adapted them to local needs for economic and social development. The study has employed the four pillars of the World Bank Knowledge Economy Framework, namely an economic and institutional regime; information, knowledge and ICT infrastructure; education and training, and an innovation system as the lenses through which to investigate the research questions understudied.
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Tshithigona, Gaus. "An investigation into teaching mathematics using a visualisation approach to recontextualise indigenous knowledge." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/62461.

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It can be argued that the Namibian curriculum is largely influenced by a Western epistemology. However, many studies suggest that learners make powerful meanings of mathematical concepts they are learning if they visualise these and experience them in relation to what they already know from their own cultural backgrounds. According to the Namibian National Curriculum for Basic Education (NNCBE, 2010), it is not only important for learners to acquire mathematical knowledge and skills, but also to develop and grow their identities, cultures and values as individuals. The aim of this study was to explore and investigate how selected mathematics teachers employ visualisation as a teaching approach to re-contextualise indigenous knowledge (IK). The study set out to explore how conceptual understanding is enhanced by participation in an intervention programme. The use of visualisation is considered an important mediating and pedagogical tool in the mathematics classroom to enhance the mathematics learning of learners. The research is informed by a socio-cultural theory of learning and is located within an interpretive paradigm. The study was conducted at four schools in the Oshana region of Namibia and involved four mathematics teachers who were purposefully selected due to their willingness to use visualisation-IK approaches in their teaching, based on their responses to the survey. The methodologies used are qualitative and quantitative case study. To gather data, document analysis, a survey, lesson observations and focus group interviews were used. The study found that most teachers in the Oshana region have an understanding of the effective use of visualisation-IK approaches. However, the study revealed that visualisation- IK approaches are mostly used in grades 4 to 7 mathematics classrooms. It also discovered that most of the visualisation approaches that teachers employed aligned well with the curriculum and promoted conceptual understanding in the teaching of mathematics. The results of the study showed that teachers have experience of the enabling and constraining factors in using a visualisation-IK approach to teaching mathematics.
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Nandjembo, Lucia Pandulo. "The Effectiveness of the Swkopmund Protocol on the Protection of Traditional knowledge in Namibia." University of the Western Cape, 2017. http://hdl.handle.net/11394/6402.

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Magister Legum - LLM (Mercantile and Labour Law)<br>Traditional knowledge has been around for centuries and has gained over the centuries and adapted to the local culture and environment, traditional knowledge is transmitted orally from generation to generation. It tends to be collectively owned and takes the form of stories, songs, folklore, proverbs, cultural values, beliefs, rituals, community laws, local language, and agricultural practices, including the development of plant species and animal breeds. The Swakopmund Protocol has been one of the legislations that has been put in place to protect Traditional knowledge and has to be reviewed. With Traditional communities playing a huge role at the in the Namibian communities, the aim of the protocol is to protect them by establishing its effectiveness. The mini thesis aims to study the intellectual property system in Namibia as a system of protection which is inadequate for protecting Traditional knowledge, and as a result there is a huge need for Namibia to develop its national sui generis system for protecting TK. There are so many gaps existing in Namibia with regards to the existing intellectual property laws that need to be filled with all the results from the research this mini this will provide, it could provide the direction the country needs to go in. The research focuses on the effectiveness of the Swakopmund Protocol that was implemented in 2010. Questions in the paper to be answered are such as what the protocol has achieved in the time that it has been in place, but more importantly how effective the Protocol is in protecting TK within the country and ways forward to protecting TK and making the protection as efficient as possible to extending necessary protection for TK and allow the next generations of people to have access to such knowledge. The mini thesis will be a desk-based research focusing on the Swakopmund Protocol. There is today a growing appreciation of the value of traditional knowledge. This knowledge is valuable not only to those who depend on it in their daily lives, but to modern industry and agriculture as well. Many widely used products, such as plantbased medicines, health products and cosmetics, are derived from traditional knowledge. Other valuable products based on traditional knowledge include agricultural and non-wood forest products as well as handicraft.
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Visagie, Ronald Arnold. "Integrating local indigenous knowledge in the teaching of water conservation by senior primary school Natural Science teachers: a Namibian case study." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/6907.

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The conservation of biodiversity to meet the needs and aspirations of present and future generations is a cornerstone for sustainable development. In response to this, one of the aims of Basic Education in Namibia is to develop an environmentally friendly society which has a concern for the conservation of water. Thus, the National Curriculum of Basic Education [NCBE], 2010, p. 8) expects Grade 6 Natural Science learners to be competent in using simple scientific models, methods and skills to make scientific sense of the natural environment; and most importantly for the learners to relate the implications of this scientific understanding to their personal and social health and the sustainable use of all natural resources for future generations. Additionally, teachers are encouraged to make innovative use of various knowledge systems including indigenous knowledge. However, there is no mention of how teachers should make use of local indigenous knowledge (IK) when teaching the topic on water conservation in particular. It is against this backdrop that in this study I sought to understand how two Grade 6 Natural Science teachers use local indigenous knowledge in their classrooms to teach the topic of water conservation. This interpretive case study was carried out in collaboration with a rural community in the Erongo region. Data were collected in three stages. The first stage was the gathering of information through document analysis to strengthen my context. Documents such as the National Curriculum, Science Curriculum, Syllabi, Grade 6 Natural Science textbooks and SATs results were analysed to gain some insight and understanding of the issue before conducting interviews. In the second phase of this study I conducted semi-structured interviews with the Topnaar community members and two teachers. This was followed by classroom observations. Additionally, I used stimulated recall interviews (SRI) to provide clarity on how teachers use prior knowledge and mediate learning when teaching the topic water conservation using indigenous knowledge. The study is informed by Vygotsky’s (1978) socio-cultural theory in conjunction with Shulman’s (1986) pedagogical content knowledge (PCK). Since a classroom is a social unit where interactions occur between teachers and learners, and learners and learners, these theories provided a useful lens for observing lessons and analysing teachers’ content knowledge and how they mediate learning using local indigenous knowledge. A thematic approach to data analysis was adopted and qualitative data were analysed inductively. The findings of the study revealed that the indigenous knowledge amongst the Topnaars are governed by the ideals of Ubuntu. Findings also revealed that proper planning is needed to incorporate IK into science lessons as it may clear up misconceptions that may arise from indigenous knowledge. The study recommends that teachers and curriculum planners should explore different indigenous practices that are linked to the topics in the curriculum or syllabus to enhance learning and teaching in their science classrooms. It also recommends that curriculum developers, with the help of subject advisors, teachers and community members, should start planning on how indigenous knowledge can best be integrated into science textbooks as it has become a hindrance for the teachers to incorporate it.
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Simasiku, Fredrick Simataa. "Exploring Grade 9 Physical Science teachers’ views and experiences on the inclusion of indigenous knowledge in their lessons: a Namibian case study." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/6919.

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There is extensive research on the fact that the learning of science is assisted through the inclusion of the prior everyday knowledge and local knowledge that learners bring from home and from within their communities. It is precisely for this reason that the Namibian Learner Centered Education (LCE) curriculum encourages teachers to include learners’ prior everyday knowledge in their science lessons. However, the inclusion of traditional knowledge/local knowledge or indigenous knowledge (IK) and how this should be done has been largely ignored both in the Namibian school science curriculum and textbooks. It is against this background that this study sought to explore teachers’ views and experiences on the inclusion of IK in Physical Science Grade 9 lessons as well as the pedagogical strategies that they use. This research used a mixed methods approach (quantitative and qualitative data were collected) which was underpinned by the interpretive paradigm. Within the interpretive paradigm, I employed a case study approach. The study was carried out in the Endola education circuit of the Ohangwena Region. Essentially, the study explored three things: Firstly, the views, experiences and pedagogical strategies of Grade 9 Physical Science teachers on the inclusion of indigenous knowledge in their lessons. Secondly, to find out what factors enable the teachers to integrate their local knowledge into Physical Science lessons? Thirdly, to look at constraints that affect Grade 9 Physical Science teachers in the use of local knowledge in their science lessons. Data were collected using questionnaires and semi-structured interviews. The data obtained were validated in two ways, firstly, the data were triangulated from different data gathering techniques, and secondly, validation was done by member checking of the transcribed scripts. To make meaning from the data generated, Vygotsky’s (1978) socio-cultural theory was used as a lens to analyze the data. The data generated were coded inductively and presented in graphs, tables and descriptive texts to make meaning. The findings from the research revealed that teachers in the Endola circuit do make some efforts to include indigenous knowledge in their lessons. Furthermore, teachers seemed to grasp the benefits and constraints that come with the inclusion of indigenous knowledge in their science lessons. For example, it emerged that indigenous knowledge enables learners to link what they are taught in the science classroom to what is happening in the community or at home, thereby enhancing their understanding of the concepts. Topics such as acids and bases, friction, combustion, static electricity and pressure emerged as some of the topics in which teachers include indigenous knowledge. On the other hand, the issue of language, textbooks and lack of indigenous knowledge by teachers affects the way teachers are able to include IK in their lessons. This study thus recommends that teachers should explore different indigenous practices that can be linked to the topics in the curriculum or syllabus to enhance learning and teaching. Furthermore, they need to involve local communities that possess indigenous knowledge to help in delivering indigenous practices during the lessons. Lastly, teachers and communities should start developing learning and teaching support materials that are useful when local knowledge is included.
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Amunkete, Katazo Natasha. "A model for the digital preservation of indigenous knowledge on medicinal plants in Namibia via an e-learning platform." Diss., 2020. http://hdl.handle.net/10500/26842.

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Abstract in English<br>The number of studies focused on the digital preservation of indigenous knowledge has been growing steadily over the years. Despite the growth in this area of research, there is still a lack of information technology tools that preserve and disseminate indigenous knowledge. Indigenous knowledge has been highlighted as an area that can advance sustainable development, and its preservation is therefore of the utmost importance. Indigenous knowledge is mostly present within older generations, and if it is not preserved, this knowledge will die with its custodians. African communities rely heavily on indigenous medicine. A digital platform needs to be explored that can preserve practices relating to these medicines for future generations. Since indigenous knowledge is dynamic and is constantly evolving, there is a need to explore a digital tool that can highlight this dynamic nature. Current methods of preserving indigenous knowledge of medicinal plants were found to be less than effective and marred by constraints such as space and time. The main objective of this study was therefore to develop a model that could be used to guide the design of a new e-learning system aimed at facilitating the preservation of indigenous knowledge of Namibia’s medicinal plants. In this study, e-learning technology was used to determine the requirements for presenting indigenous knowledge of Namibia’s medicinal plants in such a way as to ensure that individuals can internalise and preserve this knowledge. An interpretivist qualitative approach was followed. Data was collected by conducting a literature review and carrying out a survey. A prototype e-learning system was developed and evaluated based on the collected data. It was found that preserving indigenous knowledge of medicinal plants through e-learning would require, among other things, engagement with the relevant knowledge custodians, leveraging multimedia, and offering content in indigenous languages.<br>School of Computing<br>M.Sc. (Computing)
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Mosimane, Alfons Wabahe. "Local knowledge of natural resources in rural Namibia : a case study of Salambala Conservancy in eastern Caprivi." Thesis, 1998. http://hdl.handle.net/10413/4705.

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Historically, local communities have been excluded from the managemcnt of natural resources and their knowledge about their social and physical environment has been ignored and disregarded. The aim of this is study is to assess whether local knowledge is a significant resource and arbitrates in the management of natural resources in rural Namibia. The study looks at the place and use of local knowledge in governmental and non-governmental organisations, especially in their rural development programmes. It also examines local knowledge in institutional management of natural resources. Lastly, the study assesses the significance of local knowledge in different land use systems. The study found that local knowledge is widely acknowledged as an important source of information and a useful part of development. However, this recognition is often not translated into practice. The knowledge system is not recorded and available to people who are not members of the community, which limits the contribution it can make to natural resource management and rural development. The study shows that local communities have a vast knowledge of the social and physical environlnent in which they live. Rural development organisations can make better contributions to rural communities by learning from them and using their accumulated knowledge and experience in their programmes. The recommendations made in the study will help rural development practitioners, researchers, academics and agricultural extension officials to realise that local knowledge is a resource which can be used to the benefit of the community and the environment.<br>Thesis (M.Env.Dev.)-University of Natal, Pietermaritzburg, 1998.
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Simalumba, Patrick Mwilima. "The implementation of environmental learning in grade 8-10 Geography in the Caprivi region, Namibia." Thesis, 2011. http://hdl.handle.net/10500/5436.

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The Namibian curriculum is premised on the view that there is a need for a holistic development and preparation of learners for a knowledge-based society. The draft National Environmental Education policy, the basic education policy and curriculum development processes in Namibia devolved the power and responsibility to implement environmental learning practice to schools. This research focus on the extent to which schools coordinate environmental education (EE) activities, educators’ perception of their environment, knowledge of EE processes, assessment approaches, the out-door activities, learning support materials, community involvement and EE school policy issues. Wickenburg (2000:56) affirms that “for substantial learning to take place, stakeholders should work actively and establish local supportive structures for EE in Schools”. Educators are expected to deal with practical issues which create opportunities for learners to develop environmentally responsive knowledge, skills and attitudes. The research design is a mixed methods research approach, which includes aspects of the quantitative and qualitative approach. The methodology involved data collection methods such as interviews with educators and a local EE officer, focus group discussions with learners and a self-assessment questionnaire for educators. The data was then analysed and interpreted in relation to a set of theoretical perspectives. The research concluded that educators have knowledge of factual information about environmental learning topics such as population, biodiversity and environmental degradation. Educators have the comprehension of indigenous knowledge and continuously assess learners. Educators however, seldom communicated the way people’s cultural activities affect the environment and did not value cultural practice and indigenous knowledge. Many educators did not use the local environments to do practical activities with learners. Schools did not have EE school policy, rarely practised outdoor activities and local communities are not involved school EE activities. Learners are knowledgeable of their local environmental issues. Based on the finding of the research I came up with a list of recommendations to guide the process of implementation of environmental learning at schools.<br>(M. Ed. (Environmental Education))
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Simalumba, Patrick Mwilima. "The implementation of environmental learning in grades 8-10 Geography in the Caprivi region, Namibia." Thesis, 2011. http://hdl.handle.net/10500/5436.

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The Namibian curriculum is premised on the view that there is a need for a holistic development and preparation of learners for a knowledge-based society. The draft National Environmental Education policy, the basic education policy and curriculum development processes in Namibia devolved the power and responsibility to implement environmental learning practice to schools. This research focus on the extent to which schools coordinate environmental education (EE) activities, educators’ perception of their environment, knowledge of EE processes, assessment approaches, the out-door activities, learning support materials, community involvement and EE school policy issues. Wickenburg (2000:56) affirms that “for substantial learning to take place, stakeholders should work actively and establish local supportive structures for EE in Schools”. Educators are expected to deal with practical issues which create opportunities for learners to develop environmentally responsive knowledge, skills and attitudes. The research design is a mixed methods research approach, which includes aspects of the quantitative and qualitative approach. The methodology involved data collection methods such as interviews with educators and a local EE officer, focus group discussions with learners and a self-assessment questionnaire for educators. The data was then analysed and interpreted in relation to a set of theoretical perspectives. The research concluded that educators have knowledge of factual information about environmental learning topics such as population, biodiversity and environmental degradation. Educators have the comprehension of indigenous knowledge and continuously assess learners. Educators however, seldom communicated the way people’s cultural activities affect the environment and did not value cultural practice and indigenous knowledge. Many educators did not use the local environments to do practical activities with learners. Schools did not have EE school policy, rarely practised outdoor activities and local communities are not involved school EE activities. Learners are knowledgeable of their local environmental issues. Based on the finding of the research I came up with a list of recommendations to guide the process of implementation of environmental learning at schools.<br>Environmental Education<br>(M. Ed. (Environmental Education))
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Books on the topic "Indigenous knowledge – Namibia"

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Craven, Patricia. Inventory and review of ethnobotanical research in Namibia: Firststeps towards a central "register" of indigenous plant knowledge. National Botanical Research Institute, 2002.

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Indigenous Knowledge of Namibia. University of Namibia Press, 2015.

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Book chapters on the topic "Indigenous knowledge – Namibia"

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Vermeylen, Saskia. "Trading Traditional Knowledge: San Perspectives from South Africa, Namibia and Botswana." In Indigenous Peoples, Consent and Benefit Sharing. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3123-5_10.

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Hinz, Manfred O. "Indigenous Knowledge and Soil Protection: Anthropological Remarks on Experiences in Namibia." In International Yearbook of Soil Law and Policy 2019. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-52317-6_6.

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Chamunorwa, Michael Bosomefi, Heike Winschiers-Theophilus, and Tariq Zaman. "An Intermediary Database Node in the Namibian Communities Indigenous Knowledge Management System." In Digitisation of Culture: Namibian and International Perspectives. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7697-8_7.

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Maasz, Donovan, Heike Winschiers-Theophilus, Colin Stanley, Kasper Rodil, and Uriaike Mbinge. "A Digital Indigenous Knowledge Preservation Framework: The 7C Model—Repositioning IK Holders in the Digitization of IK." In Digitisation of Culture: Namibian and International Perspectives. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7697-8_3.

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Ljung, Sigbjørn Solli. "How the Social Context of Five Former Namibian Street Boys has Conditioned their Experience with Schooling." In Perspectives on Youth, HIV/AIDS and Indigenous Knowledges. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-196-0_10.

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"Front Matter." In Indigenous Knowledge of Namibia. University of Namibia Press, 2015. http://dx.doi.org/10.2307/j.ctvgc619h.1.

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Chinsembu, Kazhila C. "Indigenous knowledge and antimicrobial properties of plants used in ethnoveterinary medicine." In Indigenous Knowledge of Namibia. University of Namibia Press, 2015. http://dx.doi.org/10.2307/j.ctvgc619h.10.

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Kasanda, Choshi Darius, and Hileni Magano Kapenda. "School learners’ knowledge and views of traditional medicinal plant use in two regions in Namibia." In Indigenous Knowledge of Namibia. University of Namibia Press, 2015. http://dx.doi.org/10.2307/j.ctvgc619h.11.

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Mushabati, Lynatte F., Gladys K. Kahaka, and Ahmad Cheikhyoussef. "Namibian leafy vegetables:." In Indigenous Knowledge of Namibia. University of Namibia Press, 2015. http://dx.doi.org/10.2307/j.ctvgc619h.12.

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Heita, Lusia, and Ahmad Cheikhyoussef. "Traditionally fermented milk products." In Indigenous Knowledge of Namibia. University of Namibia Press, 2015. http://dx.doi.org/10.2307/j.ctvgc619h.13.

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Conference papers on the topic "Indigenous knowledge – Namibia"

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Amunkete, Katazo N., Corne J. van Staden, and Marthie A. Schoeman. "Perceptions on Using E-learning in Preserving Knowledge on Namibia's Indigenous Medicinal Plants." In 2019 IST-Africa Week Conference (IST-Africa). IEEE, 2019. http://dx.doi.org/10.23919/istafrica.2019.8764841.

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