Academic literature on the topic 'Indigenous scientific literacy'
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Journal articles on the topic "Indigenous scientific literacy"
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Derby, Melissa. "‘H’ is for Human Right: An Exploration of Literacy as a Key Contributor to Indigenous Self-Determination." Kairaranga 19, no. 2 (2018): 45–52. http://dx.doi.org/10.54322/kairaranga.v19i2.302.
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The purpose of this article is to examine literacy as a key contributor to cultivating individual and collective self-determination for indigenous peoples. The United Nations Educational, Scientific and Cultural Organisation (UNESCO) defines literacy as a human right, intrinsically important for human development and well-being. Therefore, literacy is pivotal to fostering self-determination. This article introduces some broad definitions of literacy, including examples offered by indigenous sources. Following this is consideration of the human rights discourse as it relates to literacy specifically, with a particular focus on the way in which this discourse has unfolded in New Zealand. The article then explores literacy as a human right and the role it plays in contributing to indigenous self-determination. The article concludes that there is a need to ensure literacy interventions, which are designed to fulfil the rights of indigenous learners with regard to literacy, are embedded in indigenous epistemology, history and pedagogy.
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Yasir, Mochammad, Aushia Tanzih Al Haq Aushia, and Parmin Parmin. "Ethnoscience-Based Mind Mapping Video Using Indigenous Knowledge to Practice Student’s Science Literacy Ability." JPPS (Jurnal Penelitian Pendidikan Sains) 12, no. 1 (2022): 26–39. http://dx.doi.org/10.26740/jpps.v12n1.p26-39.
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Research aims to determine differences in scientific literacy skills and student responses after applying ethnoscience-based mind-mapping videos using indigenous knowledge. Type of research is pre-experimental with one group pretest-posttest design. The sample used was 22 students taken by purposive sampling technique. The data analysis technique used paired sample t-tests and descriptive statistics. Based on the study's results, it was found that (1) there were differences in students' scientific literacy skills before and after the application of ethnoscience-based mind mapping videos using indigenous knowledge, and (2) the average student response with very good criteria. The results of the application of ethnoscience-based mind mapping videos using indigenous knowledge have an impact on (1) science learning innovations in junior high schools and universities in teaching science material in the context of culture and local wisdom and developing scientific literacy skills of students and prospective science teacher students; and (2) strengthening the profile of Pancasila students using the promotion of diversity through ethnoscience. This research implies that how students practice their science literacy skills on indigenous knowledge can use video mind mapping in addition to e-modules, pop-up books/the like and help preserve local wisdom for the next generation.
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Parmin, Parmin, and Fidia Fibriana. "The Reconstruction of Indigenous Knowledge about Golobe (Hornstedtia alliacea) as a Natural Resource Conservation Study for Prospective Teachers’ Scientific Literacy." Al-Ta lim Journal 27, no. 2 (2020): 115–26. http://dx.doi.org/10.15548/jt.v27i2.610.
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This study intended to measure prospective science teachers' scientific literacy through a conservation course on a natural resource topic. The natural source as the research object was golobe, an endemic plant in Maluku which has been consumed as the traditional medicine by the local community, which was studied for its chemical properties. Golobe is believed to have the properties to cure diseases. The lab testing revealed that golobe contains alkaloids, flavonoids, terpenoids, steroids, polyphenols, antioxidants and antibacterial properties. The scientific knowledge based on the lab report was reconstructed using the Science Integrated Learning (SIL) model. The obtained laboratory test results were matched up with the indigenous knowledge of the golobe. The indigenous knowledge of local community on golobe was converted to be the scientific knowledge. Then, the result of reconstruction was applied as the basis of Conservation Education course material development. The research target included prospective science teachers joining the Conservation Education course. The assessed scientific literacy consisted of (1) knowing scientific questions; (2) exploring; (3) identifying scientific evidence; (4) laboratory work; (5) drawing up conclusions; (6) communicating, and (7) demonstrating. Prospective teachers have owned the seven components of scientific literacy after studying natural resource conservation materials. The research concluded that the use of the knowledge reconstruction of Golobe in the North Loloda Tribe, North Maluku, Halmahera Archipelago has an impact on the development of prospective teachers’ scientific literacy.
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Hermita, Neni, Mahmud Alpusari, Jesi Alexander Alim, and Elfis Suanto. "Extracting Indigenous Riau-Malays’ Scientific Literacy through Lancang Kuning Folklore with Thematic Learning in the Primary School Context." JETL (Journal of Education, Teaching and Learning) 5, no. 1 (2020): 59. http://dx.doi.org/10.26737/jetl.v5i1.959.
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This research aims to extract the story or take the essence from folklore the <em>Lancang Kuning</em> its scientific literacy value for thematic learning in primary school. Scientific literacy is an understanding of science and its application to the needs of the community. The method used is the descriptive qualitative analysis of interviews and documentation strategies and evaluation of data. Results from this research that obtain it some value in scientific literacy in the people story <em>Lancang Kuning</em> text that can then be applied in teaching in primary school using thematic learning. From these results, it can be concluded that since time immemorial been their aspects of scientific literacy are taught parents to their children either through folklore or of other matters related to culture.
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Nuangchalerm, Prasart, R. Ahmad Zaky El Islami, and Parichart Prasertsang. "Science Attitude on Environmental Conservation of Thai and Indonesian Novice Science Teacher Students." International Journal of STEM Education for Sustainability 2, no. 2 (2022): 148–55. http://dx.doi.org/10.53889/ijses.v2i2.62.
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World is now rapidly changed by human activities that effect to environment and all of us. Process and product of science and technology transformed our knowledge and way of life to modern society. Local knowledge and scientific knowledge are related to means of co-learning space. Science education should play its importance roles and goals to use science and technology for sustainable development. The aim of this study was to compare Thai and Indonesian novice science teacher students in science attitude on environmental conservation based on local wisdom of Baduy’s society. The subjects were 95 of Thai and 71 of Indonesian novice science teacher students. They were asked indigenous knowledge for preserving natural resources and community practices. Attitude on environmental conservation is explored and explained through the scientific literacy test. The results showed that mean score of Thai novice science teacher students had better than Indonesian movice science teacher students and significantly differences at .05 level of statistics. Need future studies which concern to improve science attitude and scientific literacy in the teacher education program.
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Romualdo, Alvin, Jinnifer Arroyo, Eden Grace Suriaga, and Rose Fuentes. "Traditional Knowledge Management (TKM) through Biosprospecting: Mainstreaming Scientific Research Trends and Techniques for Inclusive and Sustainable Education." East Asian Journal of Multidisciplinary Research 1, no. 7 (2022): 1497–506. http://dx.doi.org/10.55927/eajmr.v1i7.837.
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Traditional knowledge management (TKM) or indigenous knowledge management (IKM) is essential in preserving traditional knowledge through resource and biodiversity management along with bioprospecting putative medicinal plants deemed to have medicinal uses and benefits for knowledge literacy and product development. This study was documented to determine the significance of seminar-workshops on scientific researches in preserving and updating traditional knowledge through bioprospecting thus, strengthening traditional knowledge. Forty-four (44) STEM students and three (3) Science teachers from Mamasapano National High School participated in the seminar-workshop on scientific research trends and techniques. Post evaluation test was administered to assess the response of the students vis-à-vis the significance of seminar-workshops in strengthening traditional knowledge through bioprospecting. Results revealed that all students strongly agreed that the conduct of seminar-workshops is essential in safeguarding traditional knowledge which is nowadays at stake due to modernization. Results further implied the need to conduct more seminar-workshops across the region especially in the indigenous and local communities to preserve the traditional knowledge and to foster inclusive and sustainable education.
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МОISEEVA, Darya V., Nadezhda V. DULINA, and Larisa S. Porshunova. "IMPROVING FINANCIAL LITERACY OF THE POPULATION: THE YUGRA CASE." Tyumen State University Herald. Social, Economic, and Law Research 6, no. 4 (2020): 71–94. http://dx.doi.org/10.21684/2411-7897-2020-6-4-71-94.
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In the context of the implementation of the “Strategy for improving financial literacy in the Russian Federation for 2017-2023”, the study of the working experience of a separate and significant region is relevant and potentially useful for practical purposes. The presented study identifies promising practices in the work aimed at changing the level of financial literacy of the population on the example of the Khanty-Mansi Autonomous Area — Yugra. The scientific novelty of the presented work consists of: 1) the author’s approach to understanding financial literacy as social skills acquired during the financial socialization of a person; 2) the use of Yugra’s material as an informational database; 3) a critical analysis of the classification groups used in the implementation of these programs; 4) the assessment of the prospects of the organization of work on increase of financial literacy of the population through the involvement of cultural institutions (museums, libraries, houses of culture) and ways of thinking about financial culture through Museum projects. The authors employ traditional methods at the intersection of economics and sociology, involving an analysis of regulatory documents and a secondary analysis of the data from the All-Russian sociological study. The use of this methodology allowed demonstrating the existing bias in the regulation of financial behavior of Russians in favor of educational programs. With this method of organizing work, valuable results of sociological research and initiatives of other stakeholders, such as cultural organizations, remain outside the framework. The results show that the use of standard classifications of socio-demographic groups in organizing the work of financial literacy of the population at the level of an individual subject can lead to the “loss” of important social groups for the region. For the Yugra, such a group is representatives of the indigenous small-numbered peoples of the North. The recommendations of the study can be used to revise programs to improve financial literacy on the territory of the Khanty-Mansi Autonomous Area and other regions, traditionally inhabited by indigenous small-numbered peoples of the North.
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Pramuda, Adi, Mundilarto Mundilarto, Heru Kuswanto, and Soka Hadiati. "Effect of Real-time Physics Organizer Based Smartphone and Indigenous Technology to Students’ Scientific Literacy Viewed from Gender Differences." International Journal of Instruction 12, no. 3 (2019): 253–70. http://dx.doi.org/10.29333/iji.2019.12316a.
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Rofe, Craig, Azra Moeed, Dayle Anderson, and Rex Bartholomew. "Science in an Indigenous School: Insight into Teacher Beliefs about Science Inquiry and their Development as Science Teachers." Australian Journal of Indigenous Education 45, no. 1 (2015): 91–99. http://dx.doi.org/10.1017/jie.2015.32.
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School science aspires for students to develop conceptual, procedural and nature of science understandings as well as developing scientific literacy. Issues and complexities surrounding the development of science curriculum for Indigenous schools in New Zealand is a concern as little is known about these aspects of science learning in wharekura (Māori Indigenous School). This paper draws upon the findings of an empirical study to address the call for research into effective practices for supporting Indigenous students in learning science. The study is part of a larger project investigating and extending our understanding about how New Zealand teachers’ conceptualise science and science inquiry (investigation). Two Māori teachers participated in the research as well as their class who were supported by two researchers. Data were collected through in-depth interviews with teachers. This research reports the findings of how participating teachers’ conceptualise science inquiry and describes their perceptions of how and why their students should learn science and science inquiry. The paper also presents teachers’ views about their own development as science teachers and suggests two models to address the issue of science teaching in wharekura.
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Sadowsky, Hilary, Nicolas D. Brunet, Alex Anaviapik, Abraham Kublu, Cara Killiktee, and Dominique A. Henri. "Inuit youth and environmental research: exploring engagement barriers, strategies, and impacts." FACETS 7 (January 1, 2022): 45–70. http://dx.doi.org/10.1139/facets-2021-0035.
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Community leadership in Arctic environmental research is increasingly recognized as one of many pathways to Indigenous self-determination in Nunavut, Canada. While experienced Inuit hunters, trappers, and other recognized environmental knowledge experts are commonly included in research, similar opportunities for Inuit youth to meaningfully engage in environmental research remain limited. Finding ways to increase scientific literacy, particularly among Inuit youth, has been identified as an important step in the continuation of high-quality Arctic environmental research. This paper examines community perspectives on the roles and contributions of Inuit youth in environmental research in Nunavut, barriers that Inuit youth face in becoming meaningfully engaged in field-based environmental research, and strategies for enhancing Inuit youth engagement. Our study was conducted in Pond Inlet, Nunavut, and used interviews, workshops, and observation to gather stories and knowledge from community members about field- and land-based experiential learning pathways. This study found that a complex set of barriers, including a lack of credentials and support systems, among others, may inhibit meaningful Inuit youth engagement in environmental research. Key findings from the study support the view that collaborative land-based research activities can be an effective and meaningful method of enhancing scientific literacy among Inuit youth.
Dissertations / Theses on the topic "Indigenous scientific literacy"
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Chen, Hui-Che, and 陳慧哲. "Raw data from the PISA 2006 study of the indigenous & Han students scientific literacy." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/24407972211616712121.
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碩士國立東華大學
科學教育研究所
98
The purposes of this study are base on Taiwanese student's data of PISA 2006 Additional Test to comparison difference on Scientific Literacy about scientific knowledge, scientific competencies and scientific attitude of the indigenous & Han students. This study adopted ex-post-facto designs, valid sample include 90 indigenous students in the population total of 1,768 students. The data analysis carried out descriptive statistic, independent T-test, One-way ANOVA and so on. The results pointed that all of the indigenous and non- indigenous students in terms of scientific knowledge, scientific competencies and attitude towards science of scientific literacy performance, showed no significant differences both in urban and suburban schools, gender, parental education and home language, althrough average score of indigenous students lower than Han students on average. All students in the scientific knowledge and scientific competencies literacy performance showed significant differences between urban and rural schools. Finally, based on the results of this study, the researcher made some suggestions on indigenous parents, schools, the administrative machinery, and the researches in the future.
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Richards, Isabel. "Science communication through animistic magic in Aboriginal Australian sci-fi texts." Thesis, 2021. http://hdl.handle.net/1885/256626.
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Fiction is a powerful tool for science communication. Sci-fi, a particularly influential fiction genre, can shape people’s understanding and perceptions of science. Most science communication research pertaining to the meaning-making of science in fiction and in sci-fi has focused on texts written by Western authors – and thus reflect Western meanings of science and visions of the future. To obtain a more comprehensive and culturally inclusive understanding of science communication in fiction, it is important to study how sci-fi written by Indigenous peoples depicts science and conveys its meanings. In my thesis, I investigate how science manifests in four contemporary Aboriginal Australian sci-fi texts. These include the novels The Interrogation of Ashala Wolf (2012), The Disappearance of Ember Crow (2013), and The Foretelling of Georgie Spider (2015) written by Palyku author Ambelin Kwaymullina, as well as the novella Water (2014) by Mununjali author Ellen van Neerven. I uncover and compare how these texts explore the similarities and differences between Western science and Indigenous ways of knowing (that communicate knowledge about the world). In particular, I show how these texts reveal a form of scientific thinking that transcends the typical patterns of Western science, exploring the question of what it means to be human in terms of our reciprocal relationship with and responsibility to nature and its non-human inhabitants. I argue that animistic magic in my four study texts – as a repository of stimulating themes, characters, and literary devices – plays a crucial role in communicating, empowering, and creating meaning out of this Indigenous scientific thinking. In this way, my thesis contributes new perspectives to science communication literature on the cultural meanings of science. Specifically, I add how Aboriginal Australian fiction conveys the importance of complementing Western science with Indigenous ways of knowing to better address 21st century issues related to climate change and sustainability.
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"Teachers’ mo(u)rning stories: A living narrative inquiry into teachers’ identities on emergent high school inquiry landscapes." Thesis, 2013. http://hdl.handle.net/10388/ETD-2013-08-1154.
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This particular telling and retelling from a living narrative inquiry (Clandinin & Connelly, 2000) into the early experiences of three high school science teachers – Beth, Joel, and Christina – explores the emergent inquiry landscapes constructed as we implemented a renewed, decolonizing, science curriculum in Saskatchewan founded on a philosophy of inquiry and on a broader, more holistic definition of scientific literacy, both Western and Indigenous. This inquiry draws on an ontology of lived experience (Dewey, 1938) and, more subtly, on the borderland of narrative inquiry and complexity science in order to illustrate the emergence and coming to knowing (Delandshire, 2002; Ermine, as cited in Aikenhead, 2002) of our identities in a way that avoids the reduction in complexity of our experiences. While my initial wonders persisted throughout the research as I lived alongside Beth, Joel, and Christina for two years, they diffracted into the contextualized wonder: how do we share a philosophy of inquiry with each other and with our students? As such, this inquiry is a sharing about our own identities, about our own agency, about identity work, and about which experiences we choose to (re)engage with as we attempt to (re)find the narrative diversity, both individual and collective, necessary to shift from enacted identities to 'wished-we-could-enact' identities. This exploration of our 'mo(u)rning stories', early experiences from our shifting identities after stepping through the liminal and onto emergent inquiry landscapes, or our 'stories to relive with' provides a language and context to our shifting identities and hence, to science education, as we move towards a more holistic and humanistic form of scientific literacy for all our students. What emerged through the enmeshing of our landscapes and through the construction of voids in existing practices, followed by deformalizations in assessment and planning, was the development of a way of sharing our philosophy of inquiry and hence, our shifting identities. The artifacting and sharing of our contextualized inquiry experiences highlighted the rich assessment making, and curriculum making experiences (Huber, Murphy & Clandinin, 2011) we shared with our students and highlighted a view of assessment as a relationship. As we told and retold our stories to relive with, our identities shifted towards those more akin to facilitator and anthropologist and away from sage and engineer/architect.
Books on the topic "Indigenous scientific literacy"
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Medical Imagery and Fragmentation: Modernism, Scientific Discourse, and the Mexican/Indigenous Body, 1870-1940s. Lexington Books/Fortress Academic, 2017.
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Ferrari, Fabrizio, and Thomas Dähnhardt, eds. Roots of Wisdom, Branches of Devotion: Plant Life in South Asian Traditions. Equinox Publishing, 2016. http://dx.doi.org/10.1558/isbn.9781781791196.
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Plant life has figured prominently in Indian culture. Archaeobotanical findings and Vedic texts confirm that plants have been central not only as a commodity (sources of food; materia medica; sacrificial matter; etc.) but also as powerful and enduring symbols. Roots of Wisdom, Branches of Devotion: Plant Life in South Asian Traditions explores how herbs, trees, shrubs, flowers and vegetables have been studied, classified, represented and discussed in a variety of Indian traditions such as Vedism, Hinduism, Jainism, Buddhism, indigenous cultures and Islam. Moving from an analysis of the sentience of plants in early Indian philosophies and scientific literature, the various chapters, divided in four thematic sections, explore Indian flora within devotional and mystic literature (bhakti and Sufism), mythological, ritual and sacrificial culture, folklore, medicine, perfumery, botany, floriculture and agriculture. Arboreal and floral motifs are also discussed as an expression of Indian aesthetics since early coinage to figurative arts and literary figures. Finally, the volume reflects current discourses on environmentalism and ecology as well as on the place of indigenous flora as part of an ancient yet still very much alive sacred geography.
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Robin, Libby, Chris Dickman, and Mandy Martin, eds. Desert Channels. CSIRO Publishing, 2010. http://dx.doi.org/10.1071/9780643097506.
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Desert Channels is a book that combines art, science and history to explore the ‘impulse to conserve’ in the distinctive Desert Channels country of south-western Queensland. The region is the source of Australia’s major inland-flowing desert rivers. Some of Australia’s most interesting new conservation initiatives are in this region, including partnerships between private landholders, non-government conservation organisations that buy and manage land (including Bush Heritage Australia and the Australian Wildlife Conservancy) and community-based natural resource management groups such as Desert Channels Queensland.
Conservation biology in this place has a distinguished scientific history, and includes two decades of ecological work by scientific editor Chris Dickman. Chris is one of Australia’s leading terrestrial ecologists and mammalogists. He is an outstanding writer and is passionate about communicating the scientific basis for concern about biodiversity in this region to the broadest possible audience.
Libby Robin, historian and award-winning writer, has co-ordinated the writings of the 46 contributors whose voices collectively portray the Desert Channels in all its facets. The emphasis of the book is on partnerships that conserve landscapes and communities together. Short textboxes add local and technical commentary where relevant. Art and science combine with history and local knowledge to richly inform the writing and visual understanding of the country.
Conservation here is portrayed in four dimensions: place, landscape, biodiversity and livelihood. These four parts each carry four chapters. The ‘4x4’ structure was conceived by acclaimed artist, Mandy Martin, who has produced suites of artworks over three seasons in this format with commentaries, which make the interludes between parts. Martin’s work offers an aesthetic framework of place, which shapes how we see the region.
Desert Channels explores the impulse to protect the varied biodiversity of the region, and its Aboriginal, pastoral and prehistoric heritage, including some of Australia’s most important dinosaur sites. The work of Alice Duncan-Kemp, the region’s most significant literary figure, is highlighted. Even the sounds of the landscape are not forgotten: the book's webpage has an audio interview by Alaskan radio journalist Richard Nelson talking to ecologist Steve Morton at Ocean Bore in the Simpson Desert country. The twitter of zebra finches accompanies the interview.
Conservation can be accomplished in various ways and Desert Channels combines many distinguished voices. The impulse to conserve is shared by local landholders, conservation enthusiasts (from the community and from national and international organisations), Indigenous owners, professional biologists, artists and historians.
Book chapters on the topic "Indigenous scientific literacy"
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Higgins, Marc. "Response-ability Revisited: Towards Re(con)figuring Scientific Literacy." In Unsettling Responsibility in Science Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61299-3_7.
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AbstractThe purpose of this chapter is to revisit and expand upon the concept of response-ability, shifting from the deconstructive homework of previous chapters to working towards a reconstructive response which renders science education more hospitable towards Indigenous science to-come. Braiding in the work of Torres Strait Islander scholar Martin Nakata’s theorizing of the cultural interface, which accounts for the ways in which hybridity between ways-of-knowing-in-being are unequal, problematic, and yet rife with possibility, this response takes the form of re(con)figuring scientific literacy. In four movements, this response: a) identifies scientific literacy as a central yet uncertain concept whose critical inhabitation is ripe for other meanings and enactments; b) explores Karen Barad’s subversion of scientific literacy as agential literacy as a productive location to rework the connectivity towards IWLN and TEK; c), utilizes agential literacy as proximal (yet differing) relation to bring in Gregory Cajete’s conception of Indigenous science as ecologies of relationships; and d) explores the generative points of resonance between agential literacy and ecologies of relationships. The chapter concludes with a cautionary note on points of convergence and points of divergence, wherein the proximal relation between agential literacy and ecologies of relationships is productively troubled.
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Chauca, Edward. "Indigenous Medicine and Nation-Building." In Geopolitics, Culture, and the Scientific Imaginary in Latin America. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9781683401483.003.0007.
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This chapter discusses the role of Andean culture in Peruvian physician Hermilio Valdizán’s project of creating and disseminating a national medical history in the early twentieth century. Valdizán’s interest in indigenous medicine and its healing treatments emerged as a critique of certain European intellectuals and physicians who suggested that people in the Americas were intrinsically inferior and unhealthy. Through the use of medical literature, crónicas de indias, literary fiction, newspapers, dictionaries, and pre-colonial pottery, Valdizán defended indigenous peoples’ intellectual capability, emphasizing how they categorized mental illnesses and their treatments. His ground-breaking research was the first attempt to insert traditional Andean medicine into the national history of medicine and mental health.
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Carvalho, José Jorge de. "Ethnomusicology and the Meeting of Knowledges in Music." In Transforming Ethnomusicology Volume II. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197517550.003.0012.
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Universities in Latin America (and, to a certain extent, in the entire non-Western world) were created in the colonial and republican periods as replicas of modern European universities, which had stabilized criteria for the classification, organization, and hierarchy of knowledge and for the legitimation of truth following closely the Napoleonic and Humboldtian reforms in the 1800s. Traditional Latin American traditions of knowledge, both scientific and artistic, were discriminated against and totally excluded from the university curricula in the name of an exclusively eurocentric epistemic paradigm. As a consequence of this epistemicide, all the music schools today, both basic and superior, teach primarily the erudite European musical genres, whereas the popular, Indigenous and African-derived musical traditions, which are extremely rich in the entire continent, do not form part of the curriculum available for music students. In order to offer a positive alternative to this monothematic and historically limited musical environment, we have devised the methodology of the Meeting of Knowledges, through which masters of traditional music, most of them people with little or no formal literacy, are hired to teach regular courses in music, dance, theater, and correlated arts, in courses given equal relevance and prestige to those of the Western erudite musical tradition. Started in the University of Brasília in 2010, the Meeting of Knowledges has already expanded substantially. This chapter sums up the theoretical and methodological foundations of the Meeting of Knowledges and explore connections with other epistemic and political interventions in ethnomusicology and music education.
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Boyden, Michael. "Picturesque Sensibility in William Cullen Bryant’s American Tropics." In Climate and the Picturesque in the American Tropics. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192868305.003.0005.
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Abstract Chapter 4 reflects on the conflicting valences of the picturesque aesthetic in William Cullen Bryant’s “A Story of the Island of Cuba” (1828). Bryant’s story uses the conventions of this aesthetic framework to interrogate American and European interests in the archipelago. It does so by mildly satirizing the knowledge claims of the emergent field of descriptive geography (particularly the work of Conrad Malte-Brun), which integrated detailed landscape descriptions into the practice of geographical inquiry even while devaluing eyewitness accounts. This trend toward a more academic and literary discourse in contemporary geography aligns with the dematerialization of climate during this period. “A Story of the Island of Cuba” reflects on this development by dramatizing conflicting valuations of scientific curiosity, as both a driver behind amiable science and an emblem of illicit knowledge, in relation to Indigenous and enslaved populations in the Caribbean.
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Ferrari, Fabrizio, and Thomas Dähnhardt. "Introduction." In Roots of Wisdom, Branches of Devotion: Plant Life in South Asian Traditions. Equinox Publishing, 2016. http://dx.doi.org/10.1558/equinox.30977.
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The idea of this volume arose in the aftermath of the publication of Charming Beauties, Frightful Beasts: Non-Human Animals in South Asian Myth, Ritual and Folklore (Ferrari and Dähnhardt 2013). The growing number of publications on nature in the context of Indian religions led us to consider the possibility of extending our initial study to include plant life and the mineral world. This and the following volume (Ferrari and Dähnhardt 2016) are the result. Plant life has figured prominently in Indian culture. Archaeobotanical findings and Vedic texts confirm that plants have been central not only as a commodity (sources of food; materia medica; sacrificial matter; etc.) but also as powerful and enduring symbols. Roots of Wisdom, Branches of Devotion: Plant Life in South Asian Traditions explores how herbs, trees, shrubs, flowers and vegetables have been studied, classified, represented and discussed in a variety of Indian traditions such as Vedism, Hinduism, Jainism, Buddhism, indigenous cultures and Islam. Moving from an analysis of the sentience of plants in early Indian philosophies and scientific literature, the various chapters, divided in four thematic sections, explore Indian flora within devotional and mystic literature (bhakti and Sufism), mythological, ritual and sacrificial culture, folklore, medicine, perfumery, botany, floriculture and agriculture. Arboreal and floral motifs are also discussed as an expression of Indian aesthetics since early coinage to figurative arts and literary figures. Finally, the volume reflects current discourses on environmentalism and ecology as well as on the place of indigenous flora as part of an ancient yet still very much alive sacred geography.