Journal articles: 'Knowledges'

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Beijnon, Bjorn. "Mediating Knowledges." Glimpse 19 (2018): 143–51. http://dx.doi.org/10.5840/glimpse20181915.

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Getto, Guiseppe. "Networked knowledges." Communication Design Quarterly 2, no. 1 (November 2013): 33–58. http://dx.doi.org/10.1145/2559866.2559868.

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Bailey, Patrick L. J. "Globalising knowledges." British Journal of Sociology of Education 34, no. 4 (July 2013): 622–34. http://dx.doi.org/10.1080/01425692.2013.797670.

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Boellstorff, Tom. "Crafty Knowledges." PoLAR Political and Legal Anthropology Review 31, no. 1 (May 2008): 96–101. http://dx.doi.org/10.1111/j.1555-2934.2008.00007.x.

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Cho, Seonhee, and Youngjoo Yi. "Funds of Knowledge and Cultural Capital: Working toward Diversity and Equity of Knowledges." Applied Linguistics 41, no. 5 (December 26, 2018): 810–15. http://dx.doi.org/10.1093/applin/amy062.

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Abstract In this Forum article, we discuss issues emerging from utilizing two significant theoretical constructs, Funds of Knowledge and Cultural Capital, in the field of second/multilingual language studies. Some similar underlying characteristics yet opposite perspectives surrounding the concepts and theoretical applications have confused researchers and practitioners. Hence, we address three major issues related to social class-based knowledge distinction, little consideration of diversity and agency, and lack of empirical evidence on the convertibility and transferability of knowledges. Through the discussions, we pose important questions to seek diversity and equity of knowledges and urge applied linguists to raise their critical awareness of recognition and use/exchange value of second/multilingual learners’ resources and knowledges.

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Yerbury, Hilary. "Re-valuing Women's Knowledge." Cosmopolitan Civil Societies: An Interdisciplinary Journal 5, no. 3 (November 27, 2013): 1–13. http://dx.doi.org/10.5130/ccs.v5i3.3381.

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Women’s knowledge has often been seen as “a whole set of knowledges that have been disqualified as inadequate to their task or insufficiently elaborated: naive knowledges, located low down on the hierarchy, beneath the required level of cognition or scientificity." (Foucault 1980, p. 82). In this description, scientific knowledges are seen to be hierarchically more important, with traditional knowledges ranged beneath them. In this hierarchy, women’s knowledges are found wanting. The purpose of this paper is to explore the assertion that women’s knowledges are inadequate and to document ways in which they are marginalised. Revaluing women’s knowledge is recognised as one of the most direct methods of changing the way a society works. A vast literature has argued that is a key factor in development and has been shown to lead to poverty alleviation, to the development of active citizens and to the creation of a more open and democratic society. Possibilities for the revaluing of women’s knowledge using information and communication technologies are considered, focussing on the concepts of open access and the information commons. DOI: http://dx.doi.org/10.5130/ccs.v5i3.3381

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Alexander, Phill. "KNOWing How to Play: Gamer Knowledges and Knowledge Acquisition." Computers and Composition 44 (June 2017): 1–12. http://dx.doi.org/10.1016/j.compcom.2017.03.004.

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Ushada, Mirwan, and Tsuyoshi Okayama. "Kansei Engineering for Quantification of Indigenous Knowledges in Agro-industrial Technology." KnE Life Sciences 3, no. 3 (January 1, 2016): 72. http://dx.doi.org/10.18502/kls.v3i3.380.

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The term of indigenous knowledge refers to specific local knowledge in consumer/user which should be incorporated by agro-industry to compete in a globalized worlds. This research highlighted Kansei Engineering as a potential approach to quantify indigenous knowledge in agro-industrial technology. The research objectives were: 1) To review the quantification tools of indigenous knowledges in agro-industrial technology using Kansei Engineering; 2) To characterize indigenous knowledges in Indonesian agro-industry. Case study was demonstrated in Indonesian food product, services and ergonomic technology. Quantification was characterized using widely developed quantification tools for indigenous knowledges. The research results concluded some indigenous knowledges which could be incorporated in indigenous knowledge-based innovations. Keywords: Agro-industry, Ergonomic technology, Product, Services, Technical parameters

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Bacigalupo, Ana Mariella. "Local Shamanic Knowledges." L'Homme, no. 169 (February 1, 2004): 219–23. http://dx.doi.org/10.4000/lhomme.21628.

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Bacigalupo, Ana Mariella. "Local Shamanic Knowledges." L Homme, no. 169 (January 1, 2004): 219–24. http://dx.doi.org/10.4000/lhomme.250.

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Fenske and Davidovic-Walther. "Exploring Ethnological Knowledges." Journal of Folklore Research 47, no. 1-2 (2010): 1. http://dx.doi.org/10.2979/jfr.2010.47.1-2.1.

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Puttick, Steve. "Expansive geographical knowledges." Geography 107, no. 2 (May 3, 2022): 58–59. http://dx.doi.org/10.1080/00167487.2022.2068835.

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Gherardi, Silvia. "Practices and Knowledges." Teoria e Prática em Administração 8, no. 2 (August 29, 2018): 33–59. http://dx.doi.org/10.21714/2238-104x2018v8i2s-38857.

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Radcliffe, Sarah A. "Decolonising geographical knowledges." Transactions of the Institute of British Geographers 42, no. 3 (July 18, 2017): 329–33. http://dx.doi.org/10.1111/tran.12195.

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Wynne, Brian. "Knowledges in Context." Science, Technology, & Human Values 16, no. 1 (January 1991): 111–21. http://dx.doi.org/10.1177/016224399101600108.

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Van Wolputte, Steven. "Africa-Centred Knowledges." Journal of Southern African Studies 42, no. 3 (May 3, 2016): 561–63. http://dx.doi.org/10.1080/03057070.2016.1179065.

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Torres, Lourdes. "Centering subjugated knowledges." Latino Studies 15, no. 1 (April 2017): 1–3. http://dx.doi.org/10.1057/s41276-017-0043-5.

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Braidotti, Rosi. "Critical Posthuman Knowledges." South Atlantic Quarterly 116, no. 1 (January 2017): 83–96. http://dx.doi.org/10.1215/00382876-3749337.

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Rafudeen, Auwais. "Practices and Knowledges." Religion & Theology 22, no. 1-2 (2015): 153–78. http://dx.doi.org/10.1163/15743012-02201007.

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Talal Asad argues that, in tradition, religion is embodied in practices geared to producing particular virtues. This cultivates a subjectivity profoundly different to that engendered by modernity with its view of religion as privatised belief. This essay elaborates this Asadian theme. But it also argues, as a corollary to this theme, that these practices and virtues produce new states of the self, that is, new “knowledges”, with their own metaphysic that implicitly challenges the metaphysic of modernity. In Islam, Sufism provides the vocabulary for these states of the self and our argument is illustrated by drawing upon the experiences of Sufi order members in South Africa.

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Eriksson, Maria, and Bagga Bjerge. "Social work knowledges." Nordic Social Work Research 9, no. 3 (September 2, 2019): 203–5. http://dx.doi.org/10.1080/2156857x.2019.1678870.

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Smith, Heather A., and Karyn Sharp. "Indigenous climate knowledges." Wiley Interdisciplinary Reviews: Climate Change 3, no. 5 (July 20, 2012): 467–76. http://dx.doi.org/10.1002/wcc.185.

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Puterisari, Dwi Utami, and Nur Wening. "The Applications of Theory Planned Behavior on Knowledge Sharing at Family Business." International Journal of Business, Humanities, Education and Social Sciences (IJBHES) 1, no. 2 (December 31, 2019): 1–12. http://dx.doi.org/10.46923/ijbhes.v1i2.36.

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This research is conducted to know the behavior of sharing knowledge that be planned from the first generation of family business to the next generation, in order to make a sustainable and imperishable of family business. The research is used the planned behavior theory by Ajzen in order to developing and testing the model research of variables which influencing the intention of many knowledges and behaviors of the owner of family business. The result of the research shows that the owner of the business proved make a planning about behavior in many knowledges empirically and the major determinant of the behavior in many knowledges is intention owned. For more complete, the result shows that the control of behavior be prepared positively will be influence the intention and the behavior of many knowledges. The subjective norm did not influence the intention and the behavior in wide range of knowledge in positive way, while, the positive intention gives the effect to the behavior in variety of knowledges. The other result shows that the positive attitude influeces to the intention and the behavior in variety knowledges.

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Menon, Nivedita. "The University as Utopia." Critical Times 2, no. 1 (April 1, 2019): 85–105. http://dx.doi.org/10.1215/26410478-7615019.

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Abstract This article addresses three interrelated themes: the institutional transformations of Indian universities since India's independence, debates in India over the assumed universality of Western modes of knowledge production and transmission, and the overarching philosophical question of knowledge as such. It argues that the question of power and prejudice acquires a different dimension when we consider the university of the Global South. If our struggle is to recover knowledges buried by history, to subvert existing knowledge formations, and to generate new knowledges out of local histories and practices, then we cannot be training ourselves merely to enter existing fields of settled knowledges that have emerged from the history and location of the Global North. The article concludes with a look at some attempts that have been made to decolonize knowledge in the Indian academy, which draw on resources from the Global South, while opening up both “Western” and “Indian” knowledges to interrogation.

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Pratiwi, Atikah Aghdhi. "Alignment of Knowledge Management and Performance Management System (Case Study: PT.X)." IJEBD (International Journal Of Entrepreneurship And Business Development) 3, no. 1 (September 30, 2019): 40–48. http://dx.doi.org/10.29138/ijebd.v3i1.911.

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Purpose: Improve company’s performance by capturing critical knowledges of employee in each Department. Design/methodology/approach: Knowledge audit is used to capture the knowledge database, and Analytical Hierarchy Process (AHP) is used to obtain critical knowledge. Findings: The results show that there are 30 points knowledges with 3 critical knowledges in the Department of Production. Research limitations/implications: The study focused only on E-Print product, especially for Department of Production. Practical implications: Knowledge is one of intangible assets in a company. Aligning knowledge with performance management system will support the company to achieve it’s goaals and the sustainability of the company. Paper type: This paper can be categorized as case study paper.

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Hickey, Andrew, and Jon Austin. "Knowledges and Knowing: Indigenous and Alternative Knowledges and the Western Canon." International Journal of Science in Society 2, no. 2 (2011): 83–88. http://dx.doi.org/10.18848/1836-6236/cgp/v02i02/51219.

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Lang, James C. "EPISTEMOLOGIES OF SITUATED KNOWLEDGES: “TROUBLING” KNOWLEDGE IN PHILOSOPHY OF EDUCATION." Educational Theory 61, no. 1 (February 2011): 75–96. http://dx.doi.org/10.1111/j.1741-5446.2011.00392.x.

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Yau, Lynn Foon Chi. "The Arts in a Knowledge Economy: Creation of Other Knowledges." Journal of the Knowledge Economy 3, no. 1 (July 9, 2011): 68–87. http://dx.doi.org/10.1007/s13132-011-0054-7.

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McEwen, Lindsey, and Owain Jones. "Building local/lay flood knowledges into community flood resilience planning after the July 2007 floods, Gloucestershire, UK." Hydrology Research 43, no. 5 (June 5, 2012): 675–88. http://dx.doi.org/10.2166/nh.2012.022.

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A UK Cabinet Office review after the 2007 floods highlighted different types of knowledge needed for effective flood risk management, along with knowledge gaps. This paper explores key, emerging aspects of this expanded knowledge base, namely relationships between expert and local/lay knowledges, the changing nature of local knowledge of community flood risk, and how attempts are being made to incorporate local knowledge into science, policy and practice. Sustainable flood knowledge, as an aspiration, integrates expert, local and political knowledge to build community flood resilience. The research involved stakeholder interviews undertaken before and after the 2007 floods, Severn catchment, UK and examination of policy documentation. The paper focuses on scale issues in relation to knowledge types suggesting that local knowledge can be ‘expert’ in large-scale mapping of flood processes. It reflects on how local flood knowledges can be captured, shared, harnessed and used, and assimilated into governance structures for flood resilience planning. The paper recognises progress in integrating local knowledges in flood science and governance, but also highlights challenges. It concludes that the 2007 UK flood experience is generating new understandings of the value of local knowledges, and how these might be successfully used in flood risk management practice.

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Bergström, Johanna. "Whose Knowledge Counts? The Struggle to Revitalise Indigenous Knowledges in Guatemala." Sustainability 13, no. 21 (October 20, 2021): 11589. http://dx.doi.org/10.3390/su132111589.

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This paper investigates the role of indigenous knowledge in relation to ideas of sustainability focusing on Guatemala. Previous research on environmental engagement and public understanding of science demonstrates the importance of including different perspectives, including traditional forms of knowledges such as for example indigenous knowledges. Environmental governance and management are areas in which indigenous peoples strive towards an acceptance of indigenous knowledge to be placed next to Western scientific knowledge. The struggle concerns the management and control of indigenous territories, but it also concerns the dismantling of a hierarchical understanding of knowledge, which lessens indigenous knowledge about ecosystems and about how to create a good life. Through the revitalization of indigenous knowledge and traditional practices, indigenous communities develop ideas and establishments to find paths towards socioecological balance. This paper studies indigenous groups’ understandings of indigenous knowledge, their struggle to revitalise knowledge and their efforts for it to become validated. It uses decolonial theory in its analysis and raises questions of power structures and hierarchies within academia.

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Elicor, Peter paul Ejera. "philosophical inquiry with indigenous children: an attempt to integrate indigenous knowledge in philosophy for/with children." childhood & philosophy 15 (June 11, 2019): 1–22. http://dx.doi.org/10.12957/childphilo.2019.42659.

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In this article, I propose to integrate indigenous knowledges in the Philosophy for/with Children theory and practice. I make the claim that it is possible to treat indigenous knowledges, not only as topics for philosophical dialogues with children but as presuppositions of the philosophical activity itself within the Community of Inquiry. Such integration is important for at least three (3) reasons: First, recognizing indigenous ways of thinking and seeing the world informs us of other non-dominant forms of knowledges, methods to produce knowledge and criteria to determine knowledge. Second, the dominance of western standards of producing and determining knowledge, especially in non-western societies, needs to be reduced, balanced and informed by local knowledges and experiences. And third, indigenous knowledges reinforce a culturally responsive P4wC that responds to the challenges arising in multicultural and ethnically diverse classrooms. There are two (2) possible intersections where such integration may take place, namely: a) Epistemology, where I claim that the integration of a “presentational epistemology” immanent in indigenous patterns of thinking provides a counterweight to Lipman’s strong adherence to analytic-representational epistemology, and b) Pedagogy, which takes shape in an “indigenized” Community of Inquiry that highlights the values of interconnectedness, situatedness and relationality.

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Martello, Marybeth Long. "A Paradox of Virtue?: “Other” Knowledges and Environment-Development Politics." Global Environmental Politics 1, no. 3 (August 1, 2001): 114–41. http://dx.doi.org/10.1162/152638001316881430.

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“Local,” “indigenous,” and “traditional” knowledge are emerging as important categories in environment-development policy-making. This paper provides an overview of international policies and programs for addressing these historically marginalized ways of knowing, and explores how the World Bank, and processes under the Convention to Combat Desertification, and the Convention on Biological Diversity are attempting to incorporate “other” knowledges and knowledge holders. The study argues that long-standing assumptions and practices of multilateral policy-making are often at odds with the new perspectives for which these knowledges presumably provide a vehicle. On the one hand, policy-making bodies cite “other” knowledges as alternatives to technocratic problem-solving methods of earlier decades because they are unique and situated, holistic and processual. On the other hand, international institutions are attempting to systematize “other” knowledges in ways that seem poised to render them standardized and universal, compartmental, and instrumental.

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Wilcox, Hui Niu. "Embodied Ways of Knowing, Pedagogies, and Social Justice: Inclusive Science and Beyond." NWSA Journal 21, no. 2 (June 2009): 104–20. http://dx.doi.org/10.1353/ff.2009.a316158.

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This paper explores the implications of embodied ways of knowing for research, teaching, and activism. The concept of embodied knowledges/pedagogies draws attention to bodies as agents of knowledge production. I first outline a theoretical framework that connects embodied knowledges to lived experiences, performance, and bodily intelligence. This theoretical framework has emerged from the collaboration among four groups and institutions: Ananya Dance Theatre (ADT hereafter), environmental justice researchers/advocates, the College of St. Catherine (CSC hereafter), and the 2008 Inclusive Science Conference (ISC hereafter). By evaluating this collaborative project, I develop three pedagogical models that foreground embodied knowledges. Qualitative evidence suggests that embodied pedagogies foster a sense of community and challenge Eurocentric and male-centered systems of knowledge production predicated upon the body/mind binary. In the civic arena, activists use embodied pedagogies to provide emotional access to science-based information, and to mobilize for social change. I invite artists, activists, and educators to consider the potential of embodied knowledges to forge creative alliances, and to radically transform our work, our institutions, and knowledge production in general.

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Ellis, Heather, and Daniele Miano. "Ancient and modern knowledges." Intellectual History Review 32, no. 3 (July 3, 2022): 347–57. http://dx.doi.org/10.1080/17496977.2022.2097419.

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Aikman, Sheila, and Linda King. "Indigenous knowledges and education." Compare: A Journal of Comparative and International Education 42, no. 5 (September 2012): 673–81. http://dx.doi.org/10.1080/03057925.2012.706450.

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Bryant, Lia. "Gendered Bodies, Gendered Knowledges." Social Science Computer Review 21, no. 4 (November 2003): 464–74. http://dx.doi.org/10.1177/0894439303256098.

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L’Etang, Jacquie, Jordi Xifra, and Timothy Coombs. "Knowledges, reflexivity and power." Public Relations Inquiry 3, no. 1 (January 2014): 3–6. http://dx.doi.org/10.1177/2046147x14525524.

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Wagner, Travis, and Sarah Keeling. "Building community-oriented knowledges." Journal of New Librarianship 4, SI (September 23, 2019): 350–60. http://dx.doi.org/10.21173/newlibs/7/7.

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Escobar, Arturo. "WORLDS AND KNOWLEDGES OTHERWISE." Cultural Studies 21, no. 2-3 (March 2007): 179–210. http://dx.doi.org/10.1080/09502380601162506.

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Turnbull, David. "Futures for indigenous knowledges." Futures 41, no. 1 (February 2009): 1–5. http://dx.doi.org/10.1016/j.futures.2008.07.002.

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Lesney, Mark S. "Knowledges: Culture counterculture subculture." American Journal of Human Biology 11, no. 3 (1999): 416–17. http://dx.doi.org/10.1002/(sici)1520-6300(1999)11:3<416::aid-ajhb16>3.0.co;2-r.

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Fuqua, Melyssa, and Laurence Lasselle. "Rural Knowledges and Curriculum." Australian and International Journal of Rural Education 33, no. 2 (July 26, 2023): i—iii. http://dx.doi.org/10.47381/aijre.v33i2.700.

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In this special issue of the Australian and International Journal of Rural Education, international scholars consider how rural knowledges are – or are not – embedded in their local educational systems. They draw on their work, research, and their lived-experiences in rural education to explore the opportunities and challenges of enacting place-conscious curriculum and pedagogies.

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Levi, Ron, and Mariana Valverde. "Knowledge on Tap: Police Science and Common Knowledge in the Legal Regulation of Drunkenness." Law & Social Inquiry 26, no. 04 (2001): 819–46. http://dx.doi.org/10.1111/j.1747-4469.2001.tb00325.x.

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Although scholars have devoted considerable attention to the formation, modification, and dissemination of knowledges in and around the legal complex, few systematic inquiries have been made into the sociology of legal knowledges. In this paper, we focus on two areas of law–liquor licensing and drunk driving–and contextualize their development from the perspective of police science. We document the ways in which contemporary police science authorizes a “common knowledge,” which is not to be confused with lay knowledge, or even trade knowledge. Rather, the “common knowledge” that is authorized is what legal authorities believe everyone should know, despite any lay or trade knowledge individuals may have. This analysis demonstrates the need for further work on the ways in which knowledges are formed and authorized within law, with particular emphasis on documenting how a “responsibility to know” comes to be deployed beyond the state.

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Proudfoot, Jesse. "The stakes of situated knowledges." Dialogues in Human Geography 9, no. 2 (June 26, 2019): 158–61. http://dx.doi.org/10.1177/2043820619850270.

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This commentary explores the politics of Dragos Simandan’s (2019) proposal to expand the concept of situated knowledge beyond social difference. I argue that while an expanded conception of situated knowledges is welcome, Simandan’s focus on de-politicized instances of situated knowledge ends up blunting the theory’s critical edge. Any attempt to expand situated knowledge beyond social difference must ensure that we do not lose sight of the ways that our embodied positions within fields of power affect the production of knowledge.

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Béneker, Tine, and Rob van der Vaart. "The knowledge curve: combining types of knowledges leads to powerful thinking." International Research in Geographical and Environmental Education 29, no. 3 (April 10, 2020): 221–31. http://dx.doi.org/10.1080/10382046.2020.1749755.

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Campbell-Barr, Verity. "Professional Knowledges for Early Childhood Education and Care." Journal of Childhood Studies 44, no. 1 (February 5, 2019): 134–46. http://dx.doi.org/10.18357/jcs.v44i1.18786.

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This article proposes reconceptualizing professional knowledge in early childhood education and care (ECEC) as knowledges, incorporating phronesis (practical wisdom), techne (skill), and episteme (pure knowledge). Conceptualizing professional knowledge in the plural broadens perspectives on the professional knowledge base and opens up a discussion of how different forms of knowledge are acquired. Drawing on Bernstein, the author identifies ECEC as requiring horizontal and vertical constructs of knowledge that have different structures and legitimization processes. While phronesis is presented as being a part of ECEC professional knowledges, the discussion explores the difficulties in defining phronesis, because of the variable ways it is articulated.

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Stewart, Suzanne, and Angela Mashford-Pringle. "Welcome to the First Edition from Waakebiness-Bryce Institute for Indigenous Health." International Journal of Indigenous Health 13, no. 1 (August 23, 2018): 3–4. http://dx.doi.org/10.32799/ijih.v13i1.30318.

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The Waakebiness-Bryce Institute for Indigenous Health (WBIIH) is thrilled to produce its first volume of the International Journal of Indigenous Health (IJIH). At the WBIIH, work in research, training, and policy development is grounded in Indigenous knowledges and community partnerships. Indigenous knowledges have been used globally since time immemorial. These knowledge systems evolve and adapt over generations, yet remain consistent in that they view animals, plants, water, air, humans, and all creation as equal within the cosmos; throughout this volume, the reclaiming and proclaiming of Indigenous knowledges is a thematic basis for improved health and well-being of Indigenous peoples.

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Moisdon, Jean-Claude, François Engel, and Frédéric Kletz. "Les volontés du savoir : transformations de la régulation du système hospitalier." Revue française d'administration publique 76, no. 1 (1995): 663–74. http://dx.doi.org/10.3406/rfap.1995.3020.

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The Force of Knowledge : Transformation in the Regulation of the Hospital Sector Recent transformations in the regulation of the hospital sector are analysed in accordance with a political model which attaches supreme importance to the «knowledges» to which the different protagonists lay claim and which they use strategically. In the light of the dynamics of these knowledges this analysis reveals the unpredictability of the new knowledges, a multiplication of the actors concerned, some of whom are not part of the administration, and finally the administration’s orientation towards a management perspective which nevertheless remains attached to the public service of hospital medicine.

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Morales, Juan. "The Ecology of Religious Knowledges." Religions 13, no. 1 (December 23, 2021): 11. http://dx.doi.org/10.3390/rel13010011.

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Different religious traditions, beliefs, and experiences claim to have epistemic contact with the ultimate source of reality. However, this epistemic claim has encountered one of its most significant obstacles in the initial incompatibility of its multiple accounts. I argue that from the ecology of knowledges, the idea that intentions, body, and physical and social environments are constitutive elements of our experience and knowledge, we can understand both the veridical, as embodied and extended, and pluralistic, as essentially limited, nature of religious experiences and knowledges. I characterize the mystical religious experience as a state of consciousness that (allegedly) allows direct epistemic contact with the supreme reality, articulating its essentially non-ordinary nature on the basis of the radical otherness of the sacred realm, namely, its character of being eternal, infinite, and with supreme ontological, ethical, and aesthetic value. According to this proposal, the different religious perspectives are understood as different epistemic approaches dealing with these numinous features in a gradual continuum from their most impersonal to their most personal specifications. I conclude that the cognitive relevance of any religious knowledge implies explanations and interventions that, although compatible with, go beyond those of both other religious knowledges and the knowledges of the non-sacred domains.

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Purwoko, Agus, Ketut Sukiyono, and Indra Cahyadinata. "STUDY OF FARMER LOCAL KNOWLEDGE ON KETAHUN RIVER WATERSHED MANAGEMENT IN LEBONG DISTRICT." Jurnal AGRISEP 16, no. 2 (August 12, 2017): 201–10. http://dx.doi.org/10.31186/jagrisep.16.2.201-210.

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The research are aimed at exploring farmers’ local knowledges on upstream of Ketahun Watershed area (Lebong District) to manage natural resources (forest, wet rice field, and plantation field). An analytical descriptive method is used analyze data gathered from interview to 80 farmers selected by purposive sampling. The reserach indicates that sources of farmers’ local knowledge on natural resources management come from internal and external social system. Farmers’ local knowledge can be analyzed by description of pragmatic and supranatural local knowledges. Characteristics of pragmatic local knowledges among others (1) reforestation, (2) social participation to guard forest function, (3) conservation of forest by durian fruit, tree similar to jackfruit and tree that produces beans with pungent odor, (4) applicaton of green revolution although has not yet appropriate with the package of technology recommendation, (5) maintaining of planting inserted, (6) maintaining of agroforestry on plantation area, and (7) perpetuating trees all along rivers. While, characteristicsof supranatural local knowledges such as: (1) prohibited to spit, to urinate, to speak any old, fell of trees, and to take firewood on the areas that are consider sacred, (2) ngepoa means the process of good forest burn, (3) kiyeu setimbang alam means trees on along of watershed that prohibited to fell, and (4) mundang biniak means ritual of rice planting season for honoring Dewi Sri until rice plants can grow rapidly and can produce rice highly. Implication of the research are (1) involvement of local institutions to help farmers for maintaining natural resources based on local knowledges adn (2) increasing of farmers ability to select agricultural innovation for sustainability of natural resources.Key words: local knowledge, maintaining of natural resources, watershed area

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Hancock, Robert L. A., Ry Moran, Carey Newman, Andrea Walsh, and Shelagh Rogers. "Editorial Remarks." KULA: Knowledge Creation, Dissemination, and Preservation Studies 5, no. 1 (February 28, 2022): 1–3. http://dx.doi.org/10.18357/kula.204.

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A brief introduction to “Indigenous Knowledges,” a special issue of KULA: Knowledge Creation, Dissemination, and Preservation Studies that includes sixteen contributions in diverse formats, including multimedia. In these editorial remarks, the editors reflect on the discussions that led to the special issue, their responsibility to honour the work of contributors from many different nations and communities, the ways that conventional forms of academic writing can be inhospitable to Indigenous knowledges, and conversation as methodology. This short introduction also links out to the recording of the virtual launch of “Indigenous Knowledges,” hosted and moderated by Shelagh Rogers and featuring editors Robert L. A. Hancock, Ry Moran, Carey Newman, and Andrea Walsh and contributors Jessie Loyer, Darrell Loyer, and Barry Pottle.

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Journal articles on the topic 'Knowledges'

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