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- Volume 3, Issue 2, 2004
Indilinga African Journal of Indigenous Knowledge Systems - Volume 3, Issue 2, 2004
Volume 3, Issue 2, 2004
Enshrining indigenous knowledge as a public good : indigenous education and the Maori sense of placeSource: Indilinga African Journal of Indigenous Knowledge Systems 3, pp 103 –113 (2004)More Less
Whether to pursue international legal measures to extend intellectual property rights to cover indigenous knowledge or to treat it as a public good is the subject of debate. This paper makes the case that investing indigenous knowledge as a public good is an ethical position compatible with the idea that indigenous and traditional knowledge represents community property, is holistic and is passed on through generations in a cultural context. International property rights have proved to be ineffective in protecting indigenous peoples or their knowledge. In an effort to reverse this trend, we propose a national education plan in New Zealand, not only to incorporate indigenous knowledge into the curriculum, but also to integrate the cultural importance of whanau into school practices. Whanau, the Maori sense of place, is the equivalent of the ultimate Maori public good and represents an enviro-identity more complex than family structure. In order to realize the perspective of place, the school system requires the inclusion of indigenous education into a learning model that seeks to foster the recognition that we are all bound to place and dependent upon local ecosystems.
Source: Indilinga African Journal of Indigenous Knowledge Systems 3, pp 114 –125 (2004)More Less
Teaching practice, which comprises a teaching internship and/or fieldwork undertaken by prospective teachers for an annual period of seven weeks, is an essential component of all the teacher education programmes offered at the University of Botswana's Faculty of Education. The general aim of teaching practice is to introduce prospective teachers to real teaching situations and routines under the guidance of suitably qualified professionals. In view of changes such as semesterization, escalating enrolments and rising costs of teaching practice, which threaten to compromise quality, the paper argues that there is need to establish a school-based mentoring scheme that will provide the needed teaching supervision expertise at school level. The scheme will be informed by lessons from African customary education. Such a scheme will not be altogether new, as in the Botswana of yesterday, indigenous knowledge systems and institutions such as bogwera and bojale, the tribe, the kgotla and family formed the basis of creating and sustaining knowledge. Graduates from these institutions included traditional doctors, priests, teachers, nurses, legislators, economists and many other people of outstanding responsibility in their communities.
Effects of sociocultural beliefs on science education in Zimbabwe : implications for science teachingAuthor Alois S. ChiromoSource: Indilinga African Journal of Indigenous Knowledge Systems 3, pp 126 –133 (2004)More Less
This paper discusses the notion that children bring into the classroom sociocultural characteristics from their environment, which may create a wedge between what they are taught and what they learn. It is also acknowledged in this paper that some sociocultural factors, such as the 'cooperative goal structure' may have positive implications for science education. The following sociocultural factors that may affect science education in Zimbabwe are discussed: sex or gender bias, reverence for authority, religious ideology, causality and causal attribution and relationship with nature. It is also recommended that science educators should view science from a cultural context and that they should be able to recognize the characteristics of the learners' sociocultural background that might serve as a blockage or those that promote the learning of science concepts. Teachers should then use that knowledge as the starting point of their teaching.
Source: Indilinga African Journal of Indigenous Knowledge Systems 3, pp 134 –146 (2004)More Less
We present a descriptive analysis of indigenous discourses on the subject of HIV / AIDS in Serowe, an urban village in Botswana. The results show that people tend to view disease from the perspective of their culture. This is evident from the way AIDS in particular is understood, explained, prevented and treated among the residents of Serowe. Those studied considered AIDS to be a 'Tswana disease', which was curable provided that it was attended to early by a real (traditional) doctor. The results suggest that the major cause of AIDS is believed to be breaches of sex taboos, especially those prohibiting sexual intercourse during menstruation, just after childbirth, immediately after a miscarriage and after the loss of a spouse. It is concluded that the persistent indigenous conceptions of AIDS observed in the study have important consequences for the prevention of the spread of AIDS that should be used in the campaign against HIV / AIDS, rather than dismissed by the government and other institutions involved.
Land reform and indigenous knowledge : a missing link in the fast track land reform programme in ZimbabweAuthor Finex NdhlovuSource: Indilinga African Journal of Indigenous Knowledge Systems 3, pp 147 –156 (2004)More Less
This article explores the philosophical underpinnings of African indigenous knowledge that can be harnessed towards the improvement of resource management and utilization in Zimbabwe's newly resettled areas. The main argument of the article is that government programmes in newly resettled areas have thus far tended to sideline the role of African indigenous knowledge systems in championing development. The study concludes by recommending that indigenous knowledge systems need to be recognized as having a decisive role in the administration of public goods and certainly in the management of natural resources in Zimbabwe's newly resettled areas.
Author O.S. ElegbeleyeSource: Indilinga African Journal of Indigenous Knowledge Systems 3, pp 157 –170 (2004)More Less
This analysis presents personality assessment criteria often used by the Yoruba as psychological tools to position an individual on the social responsibility scale and also to determine the norm compliant level of the Yoruba person. The study focused on four core criteria upon which such assessment is anchored, namely, (i) norm development at the family level, which is the foundation of the personality building block, (ii) socialization processes from childhood to adulthood, (iii) classification of personality types and (iv) sources of attribution values. This is a response to a yearning that seeks to integrate contextualized sociocultural beliefs and practices into personality assessment, counselling and psychotherapy.
Author Sihawukele NgubaneSource: Indilinga African Journal of Indigenous Knowledge Systems 3, pp 171 –177 (2004)More Less
This paper deals with an assessment of the burial practices and beliefs of the Zulu people. More specifically, it aims to demonstrate the way of life of the Zulus and their philosophies with regard to grief, mourning and death ritual; and that this assessment can therefore also be explained in comparison with other similar practices, especially cremation. The paper will also provide the possible ways of rising above challenges faced by administrators of cemeteries that relates to cultural practices.
Source: Indilinga African Journal of Indigenous Knowledge Systems 3, pp 182 –184 (2004)More Less
Source: Indilinga African Journal of Indigenous Knowledge Systems 3, pp 184 –186 (2004)More Less
Author Lovemore NyaumweSource: Indilinga African Journal of Indigenous Knowledge Systems 3, pp 187 –188 (2004)More Less
Practitioners' voices on intellectual property rights : interview with Ma-Ngconde : a traditional healer and prophet : conversation fourSource: Indilinga African Journal of Indigenous Knowledge Systems 3, pp 189 –193 (2004)More Less