Academic literature on the topic 'Indigenous knowledge systems (IKS)'
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Journal articles on the topic "Indigenous knowledge systems (IKS)"
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Neethling, Bertie. "Xhosa Onomastics as Part of Indigenous Knowledge Systems (IKS)." Names 62, no. 4 (October 2014): 218–28. http://dx.doi.org/10.1179/0027773814z.00000000092.
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Mbewe, Mabvuto, A. Phiri, and N. Siyambango. "Indigenous Knowledge Systems for Local Weather Predictions: A Case of Mukonchi Chiefdom in Zambia." Environment and Natural Resources Research 9, no. 2 (March 30, 2019): 16. http://dx.doi.org/10.5539/enrr.v9n2p16.
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The purpose of the study was to unravel constituents of the indigenous knowledge systems (IKS) and appreciate people’s experiences in predicting the weather in daily undertakings. The objectives of the study were; to identify factors or systems used, establish the knowledge used in predicting the weather and compare the indigenous and current scientific method of predicting the weather. Qualitative and quantitative research designs were used. Primary data was collected through semi structured, face-to-face and in-depth interviews. This was complemented by secondary data collected through desk reviews of relevant published materials. The findings reveal that indigenous knowledge systems have been employed by people of Mukonchi chiefdom since time immemorial. There has also been reliance on IKS to make decisions pertaining to livelihoods such as agricultural activities. However, IKS in the area remains undocumented. Observation of several occurrences in combination or singularly relating to plants, animals, insects and astronomical events were factors of significant importance in the knowledge of weather extrapolation. Elements such as age, frequency of use of the IKS and level of education were seen to be of momentous prominence in utilisation of the indigenous knowledge as modern means of weather forecasting which are applicable to local community environment.
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Tanyanyiwa, Vincent Itai. "Indigenous Knowledge Systems and the Teaching of Climate Change in Zimbabwean Secondary Schools." SAGE Open 9, no. 4 (July 2019): 215824401988514. http://dx.doi.org/10.1177/2158244019885149.
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Indigenous African education grew out of the immediate environment, real or imaginary, where people had knowledge of the environment. Indigenous education inculcated a religious attitude that imbued courtesy, generosity, and honesty. At colonization, Africans were thought of as primitive although they had their own systems, contents, and methods of education. Colonialism signified the decline in the importance of indigenous knowledge systems (IKS). By shifting focus in the core curriculum from teaching/learning based on Western science to teaching/learning through IKS as a foundation for all education, it is anticipated that all forms of knowledge, ways of knowing, and world views be acknowledged as equally valid, adaptable, and complementary to one another in equally valuable ways. The uniqueness of indigenous people and their knowledge is inextricably connected to their lands, which are situated primarily at the social-ecological margins of human habitation such as tropical forests and desert margins. It is at these margins that the consequences of climate change manifest themselves in the following sectors: agriculture, pastoralism, fishing, hunting and gathering, and other subsistence activities, including access to water. Government policies in Zimbabwe often limit options and thus undermine indigenous peoples’ efforts to adapt. IKS is very important for community-based adaptation and mitigation actions in the agricultural sector for maintenance of resilience of social-ecological systems at a local level. This article, through interviews, document analysis, and personal observations, proposes that it is best for Zimbabwe to develop her own climate change curricula and modes of delivery that incorporates IKS.
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Mafongoya, Owen, Paramu Leslie Mafongoya, and Maxwell Mudhara. "Using Indigenous Knowledge Systems in Seasonal Prediction and Adapting to Climate Change Impacts in Bikita District in Zimbabwe." Oriental Anthropologist: A Bi-annual International Journal of the Science of Man 21, no. 1 (April 18, 2021): 195–209. http://dx.doi.org/10.1177/0972558x21997662.
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The use of indigenous knowledge systems (IKS) in seasonal forecasting and adaptation to devastating vagaries of climate change has gained attention in academic discourses. The debates opened contrasting views with the first over-romanticizing IKS’ potentials, while the other arguing that it has many setbacks. In this study, we interrogated IKS’ roles in seasonal forecasting and chances of informing adaptation among poorly resourced smallholder farmers in ward 24, Bikita. Using focus group discussions, in-depth interviews, and key informant interviews, we identified diverse indigenous indicators and interrogated how they subsequently inform adaptation. We noted that IKS is important in providing seasonal forecasting information, which is critical in making decisions in planning, designing cropping calendars, offering early warnings, as well informing preparedness against disasters. However, we also noted that IKS is under threat from Western education, Christianity, scientific seasonal forecasting (SSF), and climate change. These factors are challenging and reducing IKS’ reliability and hence increasing its susceptibility to disappearance. We concluded that IKS can be resuscitated if included in science education and policy frameworks. We recommended governments to formulate policy frameworks, which allow it to work well with SSF in reducing poorly resourced smallholder farmers’ vulnerability to climate change disasters.
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Mugambiwa, S. S., and J. C. Makhubele. "Indigenous knowledge systems based climate governance in water and land resource management in rural Zimbabwe." Journal of Water and Climate Change 12, no. 5 (February 5, 2021): 2045–54. http://dx.doi.org/10.2166/wcc.2021.183.
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Abstract This paper interrogates indigenous knowledge systems (IKS) based climate governance in water and land resource management in under-resourced areas of Zimbabwe. Water and land resources are fundamental for smallholder farmers and their productivity. The concept of IKS plays a significant role in climate change adaptation in Zimbabwe's rural communities. Climate change has a considerable influence on the success of agricultural production in the rural communities of Zimbabwe. Hence, it becomes fundamental to assess the community-based methods of climate governance. Qualitative multiple case study exploratory designs were employed with data collected through individual interviews with smallholder farmers, and thematic content analysis was used to analyse data. This study found that enhancing and embracing IKS is of paramount importance for inclusion in local-level strategies in the development process with special reference to climate governance in water and land resource management, particularly in under-resourced communities. It also established that the use of IKS enhances communities' adaptive capacity and it should not be conducted at the expense of scientific methods but rather should be employed in order to complement the existing scientific global knowledge systems.
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Balogun, Tolulope, and Trywell Kalusopa. "A framework for digital preservation of Indigenous knowledge system (IKS) in repositories in South Africa." Records Management Journal 31, no. 2 (June 16, 2021): 176–96. http://dx.doi.org/10.1108/rmj-12-2020-0042.
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Purpose The purpose of this study is to assess the digital preservation policies and plans for long-term digital preservation in selected repositories in South Africa, with a view to develop a digital preservation framework for the preservation of Indigenous knowledge system (IKS) in South Africa. Design/methodology/approach Through the multiple case study research design, data was obtained from eight respondents in four Indigenous Knowledge Systems Documentation Centers (IKSDCs) in institutions that are part of the National Recordal Systems (NRS) initiative across four provinces in South Africa using in-depth face-to-face interviews. Data collected was also supplemented with the content analysis of several policy documents in South Africa. Findings The findings reveal that there are no digital preservation policies in place in the institutions, especially long-term digital preservation for IKS. However, some of the institutions are formulating policies that will include the management of IKS collected in the institutions. This study also reveals that digital curation, policy formulation and disaster preparedness plans to some extent are measures said to be in place for the digital preservation of IKS. Research limitations/implications This study focuses mainly on the NRS initiative in South Africa. Indigenous Knowledge (IK) related to traditional medicine, traditional plants and food are currently being digitized at the IKSDCs by IK recorders. This study will help in ensuring that the South African Government’s effort and investment in digitizing IKS and making them accessible online is not wasted. This study will help mitigate the risk of damage and alteration over time, either deliberately or in error. Originality/value This study fills a gap in the literature on the digitization and digital preservation of IKS from the context of the NRS project in South Africa. Very few studies have been carried out on the digital preservation of IKS in Africa. This study also proposed a framework for the digital preservation of IKS in South Africa.
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Mashingaidze, Sivave. "Cosmovision and African conservation philosophy: indigenous knowledge system perspective." Environmental Economics 7, no. 4 (December 9, 2016): 25–33. http://dx.doi.org/10.21511/ee.07(4).2016.03.
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Cosmovision is the worldview of a society that is deeply imbedded in the way in which that society is organized and evolves over time. It is a society’s attempt to explain and better understand all that surrounds it, including its place within the cosmos, or universe and how it conserves it environment. In Africa, like elsewhere, indigenous knowledge systems (IKSs) were used to administer peace, harmony, and order amongst the people and their physical environment. However, with the advent of colonialism in Africa, IKSs were not only marginalized, but demonized leaving their potentials for establishing and maintaining a moral, virtuous society, unexploited. It is in this light that this article argues for a correction to the vestiges of colonialism. The article adopts examples of IKS success stories in pre-colonial era showing the beauty of the undiluted African indigenous knowledge systems and their potential for establishing a moral, virtuous society. To this end, the article argues that Africa, today, is in the grips of high crime rates, serious moral decadence, and other calamities because of the marginalization, false, and pejorative label attached to the African IKSs. This article criticizes, pulls down, and challenges the inherited colonial legacies, which have morally and socially injured many African societies. Keywords: cosmovision, indigenous, knowledge, conservation, philosophy, taboos. JEL Classification: D83, O13, O15
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Pérez and Smith. "Indigenous Knowledge Systems and Conservation of Settled Territories in the Bolivian Amazon." Sustainability 11, no. 21 (November 1, 2019): 6099. http://dx.doi.org/10.3390/su11216099.
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Landscapes settled by indigenous communities represent nuanced inter-relationships between culture and environment, where balance is achieved through Indigenous Knowledge Systems (IKS). Through IKS, native peoples worldwide live, farm, and consume resources in a manner that is responsive to natural systems and, as such, their lands present less deforestation and more sustainable production per capita than is exhibited by non-indigenous practices. In Bolivia, the Origin Farmer Indigenous Territory (TIOC) communities of Yaminahua-Machineri and Takana-Cavineño, located in the North Amazon, are facing external threats of non-indigenous anthropogenic land use change, such as road-building and industrial-scale resource extraction. In order to understand the potential environmental and cultural loss to these territories, the present work seeks to determine the present, base-line conservation state within these Bolivian communities, and forecast land use change and its consequences until the year 2030. This was undertaken using a three-stage protocol: (a) the TIOC communities’ current forest-based livelihoods, characteristics and management were determined using on-site observation techniques and extensive literature review; (b) the historical land use change (LUC) from natural vegetation to anthropogenic use was estimated using multitemporal satellite imagery; and, finally, (c) geographically explicit non-indigenous anthropogenic land-use change threat was extrapolated until 2030 using the GEOMOD modeler from the TerraSet software. Preliminary results show that both TIOCs case-sites are fairly conserved due to their forest dependence. However, deforestation and degradation could be evidenced, particularly within TIOC areas not officially recognized by the central government, due to pressures from surrounding, new non-indigenous settlements, road infrastructure, connection to markets, and the threat of the oil exploitation. Projected LUC suggest serious threats to the unrecognized TIOC areas if community governance is not reinforced, and if extractivist and non-indigenous development patterns continue to be promoted by state and central government.
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Hari, Chiedza Angela. "The Relevance of Indigenous Knowledge Systems in Local Governance toward Environmental Management for Sustainable Development: A Case of Bulawayo City Council, Zimbabwe." Quest Journal of Management and Social Sciences 2, no. 1 (May 19, 2020): 81–92. http://dx.doi.org/10.3126/qjmss.v2i1.29024.
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Background: Inspired by Bertalanffy (1954)’s Systems Theory, this study sought to establish the relevance of Indigenous Knowledge Systems (IKS) in local governance. Regardless of the overwhelming research on IKS, less attention has been put on its relevance to m.odern service delivery and seems to have lost its impact in influencing decision making. It was at the centre of this study,, therefore, to establish the relevance of IKS in local governance and establish the interconnectedness among local governance, IKS and environmental management for sustainable development. Predominantly, it focused on how IKS can be utilised as an integral system that contributes to the effective management of natural environment in urban cities, precisely Bulawayo
Objective: The study strived towards contributing to the localisation of the Sustainable Development Goals within the Zimbabwean context in the best interest of the furtherance of sustainable cities for development with IKS at the centre of it all.
Methods: Informed by the ontological interpretivist approach, this study adopted mixed methods of collecting data from 90 randomly selected residents of Bulawayo, three Environmental Management Agency officers and three Bulawayo City Council employees.
Findings: One of the major findings was that IKS is silent in urban areas compared to the rural because of (although not limited to) a) lack of historical and sacred sites, b) ignorance of theexistence of IKS and c) adoption of technology. Referring to how IKS has been effectively utilised in the rural set up, this paper strongly believed that IKS as a system has an important role to play in this development discourse.
Conclusions and Recommendations: Research should focus on the applicability of IKS in urban set up especial on its applicability to other environmental management aspects such as pollution and waste management.
Implications: There must also be adequate transmission of information using proper channels for affirmation of IKS especially to the young generation and stakeholders should work together for sustainable management of the environment.
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Du Plessis, Hester, and Gauhar Raza. "Indigenous culture as a knowledge system." Tydskrif vir Letterkunde 41, no. 2 (April 20, 2018): 85–98. http://dx.doi.org/10.4314/tvl.v41i2.29676.
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Complex concepts such as cultural identity, gender issues and the effects of colonialism, politics, and power structures on societies form part of the debate around indigenous culture as a knowledge system. This article makes a contribution to the debate by addressing cultural issues encountered during a cross-cultural research project based in India and South Africa. The authors reflected on some of the conceptual issues they grappled with during their research. The project involved the documentation, study and understanding of the extent in which indigenous knowledge systems (IKS) and modern technologies were utilised in the traditional manufacturing processes of artisans in general and potters in particular. The roles and functions of IKS as used during the production of artefacts were included in the study. This perspective was coupled with a study on the artisans' attitude towards and understanding of science (PAUS) while conducting their traditional technological processes. The combined approach provided a method that allowed researchers to develop interventions that capitalised on existing skills, practices and social relationships rather than undermining them, thus contributing to their sustainability. The project, at the same time, focussed on redefining the characteristics of "knowing" (of knowledge) as not just a mere contemplative gaze, but also as a practical activity. By focusing on artisans, the question of knowledge was placed in the two spheres of knowledge production: "theory" (epistemology) and "practice". This approach attempted to address and discuss some academic notions based on culture; including a variety of aspects that broadly constitute the "concept" of culture. As these notions continuously alter with changing academic insights they are constantly re-defined by academics and researchers.
Dissertations / Theses on the topic "Indigenous knowledge systems (IKS)"
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Riffel, Alvin Daniel. "Social and cultural relevance of aspects of Indigenous Knowledge Systems (IKS), meteorological literacy and meteorological science conceptions." University of the Western Cape, 2020. http://hdl.handle.net/11394/7258.
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Philosophiae Doctor - PhDThis research study examines those aspects of Indigenous Knowledge (IK) that could be socially and culturally relevant in the Western Cape Province, South Africa, for teaching meteorological science concepts in a grade 9 Social Science (Geography) classroom using dialogical argumentation as an instructional model (DAIM). The literature reviewed in this study explains the use of argumentation as an instructional method of classroom teaching in particular dialogical argumentation, combined with IKS (Indigenous Knowledge Systems), which in this study is seen as a powerful tool both in enhancing learners’ views and positively identifying indigenous knowledge systems within their own cultures and communities, and as tool that facilitates the learning of (meteorological) literacy and science concepts. With the development of the New Curriculum Statements (NCS) and the Curriculum and Assessment Policy Statements (CAPS) for schools, the Department of Basic Education (DBE) of South Africa acknowledges a strong drive towards recognising and affirming the critical role of IK, especially with respect to science and technology education. The policy suggests that the Department of Education take steps to begin the phased integration of IK into curricula and relevant accreditation frameworks. Using a quasi-experimental research design model, the study employed both quantitative and qualitative methods (mixed-methods) to collect data in two public secondary schools in Cape Town, in the Western Cape Province, South Africa. A survey questionnaire on attitudes towards, and perceptions of high school, of a group of grade 9 learners, as well as their conceptions of weather, was administered before the main study to give the researcher baseline information and to develop pilot instruments to use in the main study. An experimental group (E-group) of learners were exposed to an intervention - the results were recorded against a control group (C-group) that were exposed to no intervention. Both the E-group and C-group were exposed to a Meteorological Literacy Test (MLT) evaluation before and after the DAIM intervention. The results from the two groups were then compared and analysed according to the two theoretical frameworks underpinning the study, namely, Toulmin’s Argumentation Pattern - TAP (Toulmin, 1958) and Contiguity Argumentation Theory - CAT (Ogunniyi, 1997). The findings of this study revealed that: Firstly, the socio-cultural background of learners has an influence on their conceptions of weather prediction and there was a significant difference between boy’s and girls’ pre-test conceptions about the existence of indigenous knowledge systems within the community they live in. For instance, from the learners’ excerpts, it emerged that the girls presented predominantly rural experiences as opposed to those of the boys which were predominantly from urban settings. Secondly, those E-group learners exposed to the DAIM intervention shifted from being predominantly equipollent to the school science to emergent stances and they found a way of connecting their IK to the school science. The DAIM model which allowed argumentation to occur amongst learners seemed to have enhanced their understanding of the relevance of IK and how its underlying scientific claims relate to that of school science. Thirdly, the argumentation-based instructional model was found to be effective to a certain extent in equipping the in-service teachers with the necessary argumentation skills that could enable them to take part in a meaningful discourse. The study drew on the personal experiences and encounters from a variety of sources. These included storytelling-and sharing, academic talks with local community members recorded during the research journey, formal round table discussion and talks at international and local conferences, conference presentations, informal interviews, indigenous chats at social event-meetings, and shared experiences at IKS training workshops as a facilitator. These encounters lead to the formulation of the research study and occurred throughout the country in various parts of the Southern African continent including: Namibia, Zimbabwe, Malawi, Botswana, Tanzania and Mozambique.
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Mahuntse, Samuel Lisenga. "A social work programme on the contribution of Indigenous Knowledge Systems (IKS) to child protection : a Tsonga case study." Thesis, University of Pretoria, 2021. http://hdl.handle.net/2263/78411.
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All children have a right to protection, as set out in international and regional documents such
as the Convention on the Rights of the Child (CRC) (Office of the High Commissioner of
Human Rights [OHCHR], 1989) and the African Charter on the Rights and Welfare of the Child
(ACRWC) (African Union, 1990). Individual countries uphold children’s rights to protection
through domestic laws and formal child protection services (Kirst-Ashman, 2013:286). In SubSaharan Africa, adverse conditions such as extreme poverty and hunger, poor access to
education and health services as well as harmful cultural practices affect children’s rights,
including their right to protection (Kaime, 2005:229-230; Katiuzhinsky & Okech, 2014:81;
Mathews & Benvenuti, 2014:28; Mwambene & Mawodza, 2017:21; United Nations, 2019:21,
24). Yet, the social welfare sector in the region lacks resources and the capacity to deliver key
child protection services to communities (Davis, McCaffery & Conticini, 2012:32; Watkins &
Quattri, 2016:20). Hepworth, Rooney, Drewberry Rooney and Strom-Gottfried (2017:431)
suggest that social workers explore resources in the natural ecological environment to deal
with challenges of limited resources. In terms of child protection, it appears that Africa had
effective child protection systems in pre-colonial times, which have since become extinct
(Mushunje, 2006:16).
Against this background, the researcher explored the possible contribution of Indigenous
Knowledge Systems (IKS) to child protection with the goal to develop and evaluate an
awareness programme for social workers on the contribution of Indigenous Knowledge
Systems (IKS) to child protection. The study was based on the Tsonga IKS, and was guided
by the following research question: How can Tsonga Indigenous Knowledge Systems (IKS)
contribute to child protection and inform an awareness programme for social workers?
Adopting a qualitative research approach and a case study design, intervention research was
implemented to collect data on Tsonga IKS and its potential contribution to child protection,
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which then informed the development of the awareness programme for social workers. Data
were collected from a sample of 40 experts on Tsonga IKS who were recruited through key
informant and snowball sampling in two rural districts in Zimbabwe and Mozambique. A
second sample, consisting of 11 child protection workers in the two districts, were selected
through availability and snowball sampling. Data were collected with the use of semistructured interviews that were regarded as appropriate for exploring indigenous knowledge,
which is based on oral tradition. The ecological systems theory and social constructionism as
the theoretical frameworks for the study enhanced the researcher’s appreciation of and
sensitivity to the influence of culture and IKS on the participants’ views. The research findings
were used to develop an awareness programme for social workers, which was pilot tested
with 22 social workers working in the child protection field in the wider Harare area, Zimbabwe.
Their feedback on the programme, which formed the second stage of data collection of the
study, was obtained through focus group interviews. Thematic analysis was used to analyse
the data.
The research findings obtained during the first stage of data collection confirmed the
encompassing influence of culture and IKS on people’s lives. The Tsonga IKS guided various
aspects of communities’ lives, including their spirituality, beliefs and norms, and manifested in
their patterns of family and community life, mentoring and childrearing practices, rituals and
ceremonies, agriculture, traditional medicine, and stories, songs and dance, amongst others.
The findings showed that the Tsonga culture and IKS were threatened by acculturation, which
affected many of the traditional practices. However, their IKS was perceived to be still relevant
and the participants advocated for efforts to revive the Tsonga culture and IKS.
It was found that many of the beliefs and practices captured in the Tsonga IKS could create
protective environments for children and contribute to child protection. These included the
value placed on children, the extended family and community as a safety net for all children,
the influence of the traditional justice system, and effective indigenous socialisation practices
such as mentoring and age-appropriate teaching methods for children and young people.
However, some beliefs and practices of the culture and IKS could be regarded as harmful
practices according to the CRC, ACRWC, and modern legislation. These practices reflect
some of the public debates on harmful cultural practices, including child marriage, child labour,
and gender discrimination.
The awareness programme that were developed based on the above findings and information
from literature included themes related to culture and IKS, children’s rights and child
protection. The social work participants in the pilot testing of the programme confirmed that
the programme raised their awareness of IKS and of how elements of IKS could be used in
child protection. Their feedback on the programme contents and presentation will inform the
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advanced development of the programme.
Based on the research findings, it was concluded that the IKS of the Vatsonga people could
contribute to formal child protection systems. It is recommended that social workers and
indigenous communities collaborate on the integration of indigenous knowledge into social
work and child protection practices. The process should include elements such as clarification
of constructs related to child maltreatment, information on the role of social workers, discourse
on existing legislation, and frank discussions of cultural practices that can be beneficial or
harmful to children. Integration of IKS in social work practice can promote an empowering
approach to child protection and a focus on preventive rather than responsive child protection
interventions; aspects that relate to the developmental social work approach as well as the
increased focus on including African indigenous knowledge in social work training and
practice. It is recommended that further studies be conducted on the relevance of IKS for
social work and other human service professions.Thesis (PhD)--University of Pretoria, 2021.
University of Pretoria Post Graduate Research Support
Social Work and Criminology
PhD
Unrestricted
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Bakwesegha, Babirye Brenda. "Examining South Africa 's process of cultural transformation : interrogating the Indigenous Knowledge System (IKS) policy framework." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/3885.
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Chawatama, Brighton Itayi. "Knowledge-based integration of Zimbabwean traditional medicines into the National Healthcare System: A case study of prostate cancer." University of the Western Cape, 2017. http://hdl.handle.net/11394/7009.
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>Magister Scientiae - MScThis study sought to identify the bottlenecks in the promotion of Zimbabwean Traditional Medicines (ZTMs) towards improving the national healthcare delivery system. The indigenous medicines lost value and recognition to the Conventional Western Medicines introduced by the British colonialist since 1871 and is still dominating the national healthcare delivery system. There are growing challenges to ensure accessibility of affordable drugs especially for primary healthcare. The World Health Organization (WHO) and United Nations (UN) is in support of re-engaging indigenous medical interventions to achieve the Millennium development goals. Indigenous Traditional Medicine Knowledge-Based Systems (ITMKS) form the basis of the main source of health care for about 80% of the population in the developing countries. The implementation of the Zimbabwe Traditional Medicines Policy (ZTMP) has been at a stand-still since inception in 2007. The research used mixed methods involving qualitative and quantitative approaches. Data was collected through desk and field research. Questionnaires and focus group discussions were used to record perceptions and attitudes of key informants. The stakeholders included Traditional Health Practitioners (THPs), Medical Doctors, Pharmacists, Medical Research Council of Zimbabwe (MRCZ) staff, Medicines Control Authority of Zimbabwe (MCAZ), Traditional Medical Practitioner’s Council (TMPC), Zimbabwe National Traditional Healers Association (Zinatha), Ministry of Health and Childcare, WHO, Higher Education Institutions (UZ School of Pharmacy staff and students), Christian Groups, NGOs and Prostate Cancer Patients in Harare CBD. The stakeholders sampling framework was obtained from the list of registered practitioners. The stakeholder mapping involved selection of 5 key informants from each focus group obtained through random selection. The Snowball sampling technique was used to follow the closest 5 key informants in each focus group. The key findings established that 80% of respondents agreed to the integration of ZTM. The major bottlenecks were lack of modern dosage forms and standardization to determine quality, safety and efficacy of the ZTM. The study suggests that in order to fast track the integration process, a bottom up implementation strategy providing ZTM advocacy, capacity building in the institutionalization and training of ZTMPs, pharmacists and CMP need to be engaged for a favorable and quick buy-in. The study also recommends further analysis of the Indigenous Knowledge Systems (IKS) areas of specialization in pharmaceutical practice in order to improve treatment outcomes.
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Lee, Annette. "The effects on student knowledge and engagement when using a culturally responsive framework to teach ASTR 101." University of the Western Cape, 2020. http://hdl.handle.net/11394/7274.
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Philosophiae Doctor - PhDThe U.S. has a problem: it is not effectively utilizing all the bright young minds available to its science & engineering workforce. In 2012 the President’s Council of Advisors on Science and Technology (PCAST) reported that a million more STEM professionals in the U.S. workforce were needed over the next decade. PCAST reported that the situation is far worse for underrepresented students, who make up 70% of undergraduate students but only 45% of the STEM degrees. Recent reports suggest women in science and engineering have made small gains, while historically underrepresented ethnic groups (Blacks, Hispanics, American Indians) continue to be significantly underrepresented. The lack of diversity in the U.S. workforce is not reflected in the USA population nor is it reflected in the undergraduate student population. As the U.S. aspires to retain a leadership role in research and development in an increasingly diverse and globally interconnected society, this disparity is unsustainable. What if having more culturally interesting, more culturally responsive STEM classes is a way of increasing the diversity of the science and engineering workforce in the U.S.? This study focuses on a topic that has been generally overlooked by the STEM educational community, but one that is directly relevant to student engagement and learning outcomes: the role of culture as a variable in student learning. This study examines how different pedagogical approaches shape student outcomes in Astronomy 101 courses. In a comparative study two different pedagogical approaches were analyzed using both quantitative and qualitative methods in a semiexperimental nonequivalent group research design. The theories of culturally responsive pedagogy (CRP), active learning theory in STEM, and Indigenous knowledge systems (IKS) ground this approach. The findings of this study show important gains for all students. Underrepresented minority students (URM) in the course with increased culturally responsive pedagogy were exceptionally engaged and learning gains soared. By measure of the concept inventory, the URM students in the course with increased culturally responsive pedagogy outperformed all other students in the study. As the U.S. will have a non-white majority by the year 2045 and diversity in STEM faculty lags there is a need for tangible, evidence-based, culture-based curriculum and pedagogy. There is a problem and based on the evidence found in this study, there is a way to fix it.
The U.S. has a problem: it is not effectively utilizing all the bright young minds available to its science & engineering workforce. In 2012 the President’s Council of Advisors on Science and Technology (PCAST) reported that a million more STEM professionals in the U.S. workforce were needed over the next decade. PCAST reported that the situation is far worse for underrepresented students, who make up 70% of undergraduate students but only 45% of the STEM degrees. Recent reports suggest women in science and engineering have made small gains, while historically underrepresented ethnic groups (Blacks, Hispanics, American Indians) continue to be significantly underrepresented. The lack of diversity in the U.S. workforce is not reflected in the USA population nor is it reflected in the undergraduate student population. As the U.S. aspires to retain a leadership role in research and development in an increasingly diverse and globally interconnected society, this disparity is unsustainable. What if having more culturally interesting, more culturally responsive STEM classes is a way of increasing the diversity of the science and engineering workforce in the U.S.? This study focuses on a topic that has been generally overlooked by the STEM educational community, but one that is directly relevant to student engagement and learning outcomes: the role of culture as a variable in student learning. This study examines how different pedagogical approaches shape student outcomes in Astronomy 101 courses. In a comparative study two different pedagogical approaches were analyzed using both quantitative and qualitative methods in a semiexperimental nonequivalent group research design. The theories of culturally responsive pedagogy (CRP), active learning theory in STEM, and Indigenous knowledge systems (IKS) ground this approach. The findings of this study show important gains for all students. Underrepresented minority students (URM) in the course with increased culturally responsive pedagogy were exceptionally engaged and learning gains soared. By measure of the concept inventory, the URM students in the course with increased culturally responsive pedagogy outperformed all other students in the study. As the U.S. will have a non-white majority by the year 2045 and diversity in STEM faculty lags there is a need for tangible, evidence-based, culture-based curriculum and pedagogy. There is a problem and based on the evidence found in this study, there is a way to fix it.
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Goodman, Lynn. "Effects of a dialogical argumentation instructional model on science teachers’ understanding of capacitors in selected Western Cape schools." University of the Western Cape, 2015. http://hdl.handle.net/11394/5062.
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Magister Educationis - MEdThis study investigated 1) the conceptions on capacitors held by a group teachers in the Western Cape; 2) the effect of a dialogical argumentation instructional model on the teachers’ conceptions on the capacitor; and 3) the teachers’ perceptions on the implementation of this instructional model. The theoretical framework of the study was based on Toulmin’s Argumentation Pattern (TAP) and Ogunniyi’s Contiguity Argumentation Theory (CAT). The objective was to retrain science teachers in their awareness and understanding of the Nature of Science and Indigenous Knowledge Systems thereby enhancing their ability and efficacy in integrating science and Indigenous Knowledge Systems. The study involved workshop activities that included the teachers’ Reflective Diary, interview sessions, and video-taped lesson observations. The study adopted a Case Study approach and the data was analysed both quantitatively and qualitatively. The findings of the study showed that: 1) the teachers held varying conceptions of the capacitor; 2) the teachers’ conceptions of the capacitor improved after being exposed to the Dialogical Argumentation Instructional Model and 3) the teachers were dominantly in favour of the Dialogical Argumentation Instruction Model as a teaching method to be introduced at schools. The implications of the findings for school science and pedagogy were highlighted for closer observation.
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Magaisa, Alex Tawanda. "Knowledge protection in indigenous communities : the case of indigenous medical knowledge systems in Zimbabwe." Thesis, University of Warwick, 2004. http://wrap.warwick.ac.uk/2630/.
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This study examines the contentious issues relating to the exploitation of indigenous knowledge systems (IKS) within the context of the expanding regime of intellectual property law (IP law). The study focuses specifically on the area of indigenous medical knowledge (IMK) within the geographical context of Zimbabwe as a country case study. The study examines the centrality of knowledge in the global economy and using international political economic theory and practice, demonstrates why it is a key site of struggles between and among nations and various stakeholders. While it considers the narrow issue of the applicability or otherwise of IP law to IKS, this study takes the approach that it is necessary to understand the socio-historical developments that account for the peripheral status of IKS in relation to the dominant western knowledge systems (WKS). A key argument of this study is that the lack of legal protection of IKS is directly connected to their marginal status in social, intellectual, cultural and economic terms arising from the dominance of the predominantly WKS. It is argued that far from being a narrow legalistic debate, the matter of the protection of IKS is a wider socio-cultural, economic and political issue that centres on the power relations between and among people, corporations and states. Through a combination of theoretical and field investigations, the study seeks to explore the factors that account for the marginalisation of IKS generally and IMK systems in particular. The “struggle thesis” demonstrates that from an historical viewpoint knowledge systems are in a state of constant interaction and struggle resulting in problems. The key to resolving the problems is to acknowledge difference and accept the legitimacy and validity of different knowledge systems and to democratise the regime of knowledge protection both nationally and globally. It proposes that solutions lie in not only reconstructing the legal architecture but also in ensuring that the social, economic and political structures are reconstructed to safeguard and nurture the IKS. The study investigates the needs and expectations of the indigenous communities including their rationale for the protection of their knowledge systems. Finally, it also contributes to the development of indigenous research methodologies.
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Nel, Philip J. "Indigenous knowledge systems and language practice : interface of a knowledge discourse." Journal for New Generation Sciences : Socio-constructive language practice : training in the South African context : Special Edition, Vol 6, Issue 3: Central University of Technology, Free State, Bloemfontein, 2008. http://hdl.handle.net/11462/516.
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Published ArticleThe paper seeks to engage constructively with the challenges and opportunities Indigenous Knowledge (IK) may offer disciplines in Language Practice. The approach will be contextualized in terms of the theoretical shift in knowledge production and use, as well as the current debate pertaining to the feasibility of the incorporation of IK into curricula. Specific attention will be rendered to topics of Africanizing scholarship, a performance model of knowledge, the socio-cultural embeddedness of language, and brief thoughts on the translation of the oral. These thematic issues are of particular importance to Language Practice, perceived here to be at the gateway between theory of language/communication and receiver communities.
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Robinson, Jocelyne Virginia. "Algonquin Ekwânamo matrix project : "a place to interface", for elders, indigenous scientists/non-indigenous scientists, indigenous knowledge systems and western science systems." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/55935.
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This research is consistent with literature that states there are inequities relating to the under-representation of Indigenous students in the subjects of math, science and technology in education as compared to Non-Indigenous people in Canada. The analysis of nine in-depth interviews and the process of documentary explores two questions that this thesis aims to address: From the perspectives and dialogues of three Elders, three Indigenous scientists, and three Non-Indigenous scientists who have contemplated the ways to address the tensions between Indigenous Knowledge Systems and Western Science Systems: What are the educational possibilities, challenges, and benefits of having these systems interface? How can art, technology and dialogue be mediums for exploring the interface between these systems so that Indigenous learners may be motivated to participate in both knowledge systems? An interplay between three theoretical, methodological frameworks of Indigenous Storywork (Archibald, 2008a, 2008b), Irwin in A/r/tography (Irwin & Springgay, 2008), Implicate Order (Bohm, 2007) and through the development of a fourth theoretical, methodological framework the Algonquin Ekwânamo Matrix Project shape this research. Four themes emerged from this analysis: [1] Language and Story as Tools for Critical Thinking [2] Culture and Ecological Mindfulness in Kinships with Nature and All Living Entities [3] Identity and Relevance in Education as Seeing Ourselves in Academia [4] Presence and Wholistic Learning From the Heart. Four A’s Strategies emerged from the in-depth interviews in relation to the four themes that may incite new ways for building complementary relationships in science education: The first is Activating Indigenous and Non-Indigenous Knowledge Encounters Through Dialogue; second is Aligning Indigenous Knowledge Interfaces Through Dialogical Strategies; third is Applying Indigenous Knowledge and Western Science Interfacing Through Co-created Strategies in Bohmian Dialogue and First Nations Circles; and fourth is Anticipating Innovative Knowledge Enhancements through decentralized think tank groups that align with Indigenous culturally competent ways for accessing well being. This research study helped develop the Algonquin Ekwânamo Matrix Project’s theoretical and methodological framework that foreground the need to address the global ecological crisis through meaningful dialogue, respectful relationships and a new science paradigm that reflects wholistically art, science, diverse philosophies and perspectives.Education, Faculty of
Graduate
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Zinyeka, Gracious. "The epistemological basis of indigenous knowledge systems in science education." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/52979.
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Integration of indigenous knowledge into the school science curricula is useful for pedagogical reasons, particularly for improving learners performance in science. However, the lack of universal and specifically stated epistemology (ies) of indigenous knowledge (IK) is undoubtedly a major challenge for inclusive science-IK curriculum integration. In this study, with the aim to resolve this epistemological challenge, an epistemological framework based on truth theories was developed.
Some IK practices were collected and the framework was tested with some science teachers to assess its effectiveness as a tool for identifying IK epistemologies for establishing suitable teaching methods for some specific IK practices. Argumentation was used in conjunction with the epistemological framework in the attempt to enhance teachers logical reasoning skills during focus group discussions.
In detail, the study consisted of three parts. The first was an attempt to develop a truth-theory-based-knowledge-framework-for-identifying-epistemology(ies)-of-indigenous-knowledge systems. Desk-top philosophical analysis was undertaken with the aim of developing a framework for analysing and identifying IK epistemologies.
Second, some selected local knowledge, technologies and practices from a rural community in Zimbabwe were systematically documented by means of personal observations and interviews with key informants and stakeholders from the participating community. The result was a collection of community-based IK practices that formed a coherent set of knowledge themes on health, agriculture and technology. A preliminary analysis using the framework was done to gain insight into the characteristic features that underpin the scientific way of thinking that manifest themselves in IK practices and would allow for the incorporation of the IK practices.
Third, a group of secondary school science teachers used the framework to engage with and explore the ways in which the identified local knowledge and practices might be integrated into school science education in a valid and effective way. The views of the participating teachers on the usefulness and efficacy of the approach were explored.
The main findings of the study showed the framework was useful and efficacious in addressing teachers philosophical concerns about the inclusion of IK in the science curriculum, moreover, the framework was useful in developing effective teaching approaches for integrating indigenous knowledge into science education for improved learner performance. IK-science curriculum integration, it is argued, provides contexts that are familiar and relatable to learners, thus those features are likely to enhance interest and improve performance and in turn increase the socio-cultural relevance of science and science education.Thesis (PhD)--University of Pretoria, 2014.
Science, Mathematics and Technology Education
PhD
Books on the topic "Indigenous knowledge systems (IKS)"
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Alexander G. Flor. Ethnovideography: Video-based indigenous knowledge systems. College, Los Baños, Laguna, Philippines: SEAMEO Regional Center for Graduate Study and Research in Agriculture, 2002.
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Janke, Terri. Writing up indigenous research: Authorship, copyright and indigenous knowledge systems. Rosebery, N.S.W: Terri Janke & Company, 2009.
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Janke, Terri. Writing up indigenous research: Authorship, copyright and indigenous knowledge systems. Rosebery, N.S.W: Terri Janke & Company, 2009.
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International Congress of Anthropological and Ethnological Sciences (16th 2009 Kunming Shi, China). Indigenous knowledge systems and common people's rights. Edited by Das Gupta D. 1943-. Jodhpur: AGROBIOS (India), 2009.
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International Congress of Anthropological and Ethnological Sciences (16th 2009 Kunming Shi, China). Indigenous knowledge systems and common people's rights. Edited by Das Gupta D. 1943-. Jodhpur: AGROBIOS (India), 2009.
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International Congress of Anthropological and Ethnological Sciences (16th 2009 Kunming Shi, China). Indigenous knowledge systems and common people's rights. Edited by Das Gupta D. 1943-. Jodhpur: AGROBIOS (India), 2009.
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1943-, Das Gupta D., ed. Indigenous knowledge systems and common people's rights. Jodhpur: Agrobios (India), 2009.
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International Congress of Anthropological and Ethnological Sciences (16th 2009 Kunming Shi, China). Indigenous knowledge systems and common people's rights. Edited by Das Gupta D. 1943-. Jodhpur: AGROBIOS (India), 2009.
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Oloruntoba, Samuel Ojo, Adeshina Afolayan, and Olajumoke Yacob-Haliso, eds. Indigenous Knowledge Systems and Development in Africa. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34304-0.
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Schoenhoff, Doris M. The barefoot expert: The interface of computerized knowledge systems and indigenous knowledge systems. Westport, Conn: Greenwood Press, 1993.
Find full textBook chapters on the topic "Indigenous knowledge systems (IKS)"
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Anderson, Colin Ray, Janneke Bruil, M. Jahi Chappell, Csilla Kiss, and Michel Patrick Pimbert. "Domain B: Knowledge and Culture." In Agroecology Now!, 67–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61315-0_5.
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AbstractIn this chapter, we examine the role of knowledge processes in the form of local practice, research, innovation and education in agroecology transformations. Knowledge and power are intimately linked; the questions of ‘what knowledge’ and ‘whose knowledge’ is valued are vitally important. We review the informal (outside of institutions) and formal knowledge processes that have been found to support agroecology. These affirm and enable the knowledge systems of agricultural producers, especially those of women and youth. We further discuss how the combination of scientific knowledge with local and traditional knowledge is important in agroecology transformations. Unfortunately, mainstream knowledge systems often disable agroecology because they privilege outside and top-down processes of knowledge transfer that invalidate local, farmer and indigenous knowledges.
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Khupe, Constance. "Indigenous Knowledge Systems." In Springer Texts in Education, 451–64. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43620-9_30.
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Zwischenberger, Hannah. "Walking Together: Ways of Collaboration in Western-Indigenous Research on Footprints." In Reading Prehistoric Human Tracks, 413–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-60406-6_22.
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AbstractA combination of western analytical methods with experience-based indigenous methods of tracking can be a chance to get closer to individuals of past times. In such collaborative research projects, different western and indigenous knowledge systems meet. These are characterized in more detail below. This chapter examines the question of how respectful and mutually beneficial cooperation is possible against the background of different epistemologies. Recommendations for practical action in collaborative projects are summarized in an ethics guide and an interview guide, and alternative forms of writing and publication are proposed.
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Parsons, Meg, Karen Fisher, and Roa Petra Crease. "Decolonising River Restoration: Restoration as Acts of Healing and Expression of Rangatiratanga." In Decolonising Blue Spaces in the Anthropocene, 359–417. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61071-5_9.
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AbstractWe argue that it is important to acknowledge that river restoration (both in theory and practice) still remains largely located within the realm of the hegemonic Western knowledge systems. In this chapter we challenge the Eurocentrism of dominant ecological restoration projects by documenting the different framing and approaches to restoration being employed by Māori (the Indigenous of Aotearoa New Zealand). We focus our attention on the collective efforts of one tribal group (Ngāti Maniapoto) who are working to decolonise how their ancestral river is managed and restored through the use of Indigenous Knowledge, augmented by Western scientific techniques. A key focus is on restoration that is underpinned by the principle of kaitiakitanga (environmental guardianship) and devoted to healing fractured relationships between humans and more-than-humans.
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Whitt, Laurelyn, and David Wade Chambers. "Knowledge Systems of Indigenous America." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 1–24. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-3934-5_9418-2.
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Whitt, Laurelyn, and David Wade Chambers. "Knowledge Systems of Indigenous America." In Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, 2452–71. Dordrecht: Springer Netherlands, 2016. http://dx.doi.org/10.1007/978-94-007-7747-7_9418.
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Barnhardt, Ray, and Angayuqaq Oscar Kawagley. "Indigenous Knowledge Systems and Education." In Why Do We Educate? Renewing the Conversation, 223–41. Oxford, UK: Blackwell Publishing Ltd., 2009. http://dx.doi.org/10.1002/9781444307214.ch16.
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de Oliveira Andreotti, Vanessa, Carl Mika, Cash Ahenakew, and Hemi Hireme. "Indigenous Knowledge Systems and Anticipation." In Handbook of Anticipation, 1–14. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-31737-3_40-1.
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de Oliveira Andreotti, Vanessa, Carl Mika, Cash Ahenakew, and Hemi Hireme. "Indigenous Knowledge Systems and Anticipation." In Handbook of Anticipation, 393–406. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-91554-8_40.
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Brearley, Laura, and Treahna Hamm. "Spaces Between Indigenous and Non-Indigenous Knowledge Systems." In Of Other Thoughts: Non-Traditional Ways to the Doctorate, 259–78. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-317-1_22.
Full textConference papers on the topic "Indigenous knowledge systems (IKS)"
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Timire, Joel. "INFUSING INDIGENOUS KNOWLEDGE SYSTEMS (IKSS) IN TECHNOLOGY EDUCATION: A CASE OF FOOD PROCESSING AND PRESERVATION." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0102.
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Estrina, Tatiana, Shengnan Gao, Vivian Kinuthia, Sophie Twarog, Liane Werdina, and Gloria Zhou. "ANALYZING INDIGENEITY IN ACADEMIC AND ARCHITECTURAL FRAMEWORKS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end091.
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While the Truth and Reconciliation Commission of Canada fosters agency for Indigenous Canadians, this mandate like others, attempts to Indigenize an existing colonial system. The acknowledgement of the Indigenous experience within academic institutions must begin with a deconstruction of educational frameworks that are enforced by pre-existing neo-colonial policies and agendas. The colonial worldview on institutional frameworks is rooted in systemic understandings of property, ownership and hierarchy that are supported by patriarchal policies. These pedagogies do not reflect Indigenous beliefs or teachings, resulting in an assimilation or dissociation of Indigenous members into Western-centric educational systems. Addressing this disconnect through Indigenizing existing institutional frameworks within state control favours a system that re-affirms settler-societies. The tokenization and lack of Indigenous participation in the decision-making process reinforces misinformed action towards reconciliation. decentralized. The case studies explored emphasize the rediscovery of an authentic culture-specific vernacular, facilitation of customs through programme, and the fundamental differences between Indigenous and colonial worldviews. The critical analysis of these emerging academic typologies may continue to inform future architectural projects while fostering greater responsibility for architects and positions of authority to return sovereignty to Indigenous communities and incorporate design approaches that embody Indigenous values. This paper will propose the decolonization of academic frameworks to reconstruct postcolonial methodologies of educational architecture that serve Indigenous knowledge and agency.
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Stojanov, Z. "Software maintenance improvement in small software companies: Reflections on experiences." In 3rd International Workshop on Information, Computation, and Control Systems for Distributed Environments 2021. Crossref, 2021. http://dx.doi.org/10.47350/iccs-de.2021.14.
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Software maintenance has been recognized as the most demanding and costly phase in the software life cycle. Software maintenance tasks, although require a more complex set of skills and knowledge, are far less interesting to software engineers than software development tasks. In addition, insight into the scholarly literature revealed that the knowledge basis on software maintenance is significantly less than the knowledge base on software development. Due to the obvious constraints of small software companies, they do not have time, people, and other resources for assessing and improving their software maintenance practice. This paper presents the author’s reflections on experience in assessing and improving software maintenance practice in an indigenous micro software company.
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Yulianti, Lenny Putri, and Kridanto Surendro. "Ontology Model for Indigenous Knowledge." In 2018 International Conference on Information Technology Systems and Innovation (ICITSI). IEEE, 2018. http://dx.doi.org/10.1109/icitsi.2018.8695925.
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Awori, Kagonya, Frank Vetere, and Wally Smith. "Transnationalism, Indigenous Knowledge and Technology." In CHI '15: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2702123.2702488.
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Singh, Rajendra. "The Indigenous Knowledge Systems of Water Management in India." In Integrated and Sustainable Water Management: Science and Technology. Geological Society of India, 2016. http://dx.doi.org/10.17491/cgsi/2016/95943.
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Yulianti, Lenny Putri, and Kridanto Surendro. "The Exploration of Indigenous Knowledge Representation for Local Medicine." In 2020 International Conference on Information Technology Systems and Innovation (ICITSI). IEEE, 2020. http://dx.doi.org/10.1109/icitsi50517.2020.9264951.
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Trimmer, Ken, and Nilmini Wickramasinghe. "Introduction to Cultural/Indigenous Knowledge Impacts on Knowledge Systems, an Intersection of Beliefs Minitrack." In 2013 46th Hawaii International Conference on System Sciences (HICSS). IEEE, 2013. http://dx.doi.org/10.1109/hicss.2013.293.
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Mangare, Catherine Francis, and Jie Li. "A Survey on Indigenous Knowledge Systems Databases for African Traditional Medicines." In the 2018 7th International Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3239264.3239266.
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Croasdell, David, and Nilmini Wickramasinghe. "Introduction to the Minitrack on Cultural/Indigenous Knowledge Impacts on Knowledge Systems, an Intersection of Beliefs." In 2014 47th Hawaii International Conference on System Sciences (HICSS). IEEE, 2014. http://dx.doi.org/10.1109/hicss.2014.416.
Full textReports on the topic "Indigenous knowledge systems (IKS)"
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Brophy, Kenny, and Alison Sheridan, eds. Neolithic Scotland: ScARF Panel Report. Society of Antiquaries of Scotland, June 2012. http://dx.doi.org/10.9750/scarf.06.2012.196.
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The main recommendations of the Panel report can be summarised as follows: The Overall Picture: more needs to be understood about the process of acculturation of indigenous communities; about the Atlantic, Breton strand of Neolithisation; about the ‘how and why’ of the spread of Grooved Ware use and its associated practices and traditions; and about reactions to Continental Beaker novelties which appeared from the 25th century. The Detailed Picture: Our understanding of developments in different parts of Scotland is very uneven, with Shetland and the north-west mainland being in particular need of targeted research. Also, here and elsewhere in Scotland, the chronology of developments needs to be clarified, especially as regards developments in the Hebrides. Lifeways and Lifestyles: Research needs to be directed towards filling the substantial gaps in our understanding of: i) subsistence strategies; ii) landscape use (including issues of population size and distribution); iii) environmental change and its consequences – and in particular issues of sea level rise, peat formation and woodland regeneration; and iv) the nature and organisation of the places where people lived; and to track changes over time in all of these. Material Culture and Use of Resources: In addition to fine-tuning our characterisation of material culture and resource use (and its changes over the course of the Neolithic), we need to apply a wider range of analytical approaches in order to discover more about manufacture and use.Some basic questions still need to be addressed (e.g. the chronology of felsite use in Shetland; what kind of pottery was in use, c 3000–2500, in areas where Grooved Ware was not used, etc.) and are outlined in the relevant section of the document. Our knowledge of organic artefacts is very limited, so research in waterlogged contexts is desirable. Identity, Society, Belief Systems: Basic questions about the organisation of society need to be addressed: are we dealing with communities that started out as egalitarian, but (in some regions) became socially differentiated? Can we identify acculturated indigenous people? How much mobility, and what kind of mobility, was there at different times during the Neolithic? And our chronology of certain monument types and key sites (including the Ring of Brodgar, despite its recent excavation) requires to be clarified, especially since we now know that certain types of monument (including Clava cairns) were not built during the Neolithic. The way in which certain types of site (e.g. large palisaded enclosures) were used remains to be clarified. Research and methodological issues: There is still much ignorance of the results of past and current research, so more effective means of dissemination are required. Basic inventory information (e.g. the Scottish Human Remains Database) needs to be compiled, and Canmore and museum database information needs to be updated and expanded – and, where not already available online, placed online, preferably with a Scottish Neolithic e-hub that directs the enquirer to all the available sources of information. The Historic Scotland on-line radiocarbon date inventory needs to be resurrected and kept up to date. Under-used resources, including the rich aerial photography archive in the NMRS, need to have their potential fully exploited. Multi-disciplinary, collaborative research (and the application of GIS modelling to spatial data in order to process the results) is vital if we are to escape from the current ‘silo’ approach and address key research questions from a range of perspectives; and awareness of relevant research outside Scotland is essential if we are to avoid reinventing the wheel. Our perspective needs to encompass multi-scale approaches, so that ScARF Neolithic Panel Report iv developments within Scotland can be understood at a local, regional and wider level. Most importantly, the right questions need to be framed, and the right research strategies need to be developed, in order to extract the maximum amount of information about the Scottish Neolithic.