Unpacking 'ethno-finance' : an introduction to indigenous 'financial' knowledge systems
- Authors: Bray, R.J.C. , Els, G.
- Date: 2007
- Subjects: Indigenous knowledge systems , Indigenous knowledge , Ethno-finance
- Type: Article
- Identifier: uj:5729 , ISSN 1560-683X , http://hdl.handle.net/10210/5289
- Description: For too many individuals, indigenous knowledge systems provoke no enthusiasm as they are perceived to be dormant and irrelevant. This article attempts to change this perception by highlighting the need for an in-depth knowledge of indigenous knowledge systems and, moreover, indigenous knowledge systems within finance. A comprehensive definition of ethno-finance, as well as examples, is supplied to help in the development of research opportunities within the sub-field of ethno-finance regarding indigenous knowledge systems.
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Doing an ethnobotanical survey in the life sciences classroom
- Authors: De Beer, Josef , Van Wyk, Ben-Erik
- Date: 2011-02
- Subjects: Ethnobotanical surveys , Indigenous knowledge , Intellectual property rights , Medicinal plants , Life sciences teaching , Nature of sciences
- Type: Article
- Identifier: uj:5733 , ISSN 1938–4211 , http://hdl.handle.net/10210/6357
- Description: On the basis of an ethnobotanical survey that we conducted on plant use by descendents of the Khoi-San people in the Northern Cape Province in South Africa, we introduce biology teachers to an adapted rapid-appraisal methodology that can be followed in the life sciences classroom. Such a project addresses a number of the content standards in the National Science Education Standards, such as science as a human endeavour, the nature of science, and the history of science. We also shed light on ethical considerations when engaging in an ethnobotanical survey, and address, among other issues, intellectual property rights. Examples are provided of how teachers in the United States can sensitize students to the rich ethnobotanical heritage of their country.
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Can models for knowledge management be successfully implemented to manage the diversity of indigenous knowledge?
- Authors: Kok, J.A.
- Date: 2005-12
- Subjects: Knowledge management , Indigenous knowledge , Knowledge management frameworks
- Type: Article
- Identifier: uj:5719 , http://hdl.handle.net/10210/3413
- Description: With the dawn of the new political dispensation in South Africa, new frameworks emerged on macro level for a better understanding of equality, empowerment and development. Among these were the Reconstruction and Development Programme, the government's Macro-economic Strategy (GEAR), the National System for Innovation and the African Renaissance. This set the scene for reconstruction, innovation and the establishment of human rights, sustainable development and democratization in South Africa.
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Teachers’ experiences of incorporating indigenous knowledge in the life sciences classroom
- Authors: Mothwa, Melida Modiane
- Date: 2012-11-18
- Subjects: Indigenous knowledge , Life sciences
- Type: Thesis
- Identifier: uj:7403 , http://hdl.handle.net/10210/8213
- Description: M.Ed. , South Africa is one of the global hotspots of both biological and ethnic diversity. Southern Africa is rich in angiosperm species, and the angiosperm species count is considered to be 21,817. The traditional medicinal systems of different cultural groups and their herbal, animal and mineral materia medica have ancient origins which may date back to Palaeolithic times. Indigenous knowledge (IK) and cultural practices in many areas of the country provide learners with a good “entry” into the scientific world. A true constructivist teacher will realise the importance of building new knowledge on learners’ existing knowledge. This will show the learners how relevant science is to our daily lives. It might also open future career opportunities, and develop learners’ entrepreneurial skills. This fact is acknowledged by the new curriculum (the National Curriculum Statement), and Life Sciences teachers are expected to infuse their teaching with indigenous knowledge. When these new policies were created, policy makers focused on the what of desired educational change, and unfortunately neglected the how (Rogan & Aldous, 2009). Teachers often have limited understanding of the curriculum changes. The textbooks used in class give little or even no proper information about indigenous knowledge. Whereas some textbooks still provide information on IK in the form of examples, hardly any attention is given to teaching strategies and practical work that can be done in the classroom. My study highlights the problem that many teachers simply ignore IK, due to their lack of Pedagogical Content Knowledge (PCK) in this regard, and the lack of guidance and support from the Department of Education. As many teachers were trained in the “old method” of teaching and not in the pedagogy prescribed by the National Curriculum Statement (NCS), many of them do not have specific knowledge about the indigenous knowledge that they need to impart to learners. Those who are fortunate enough to have sufficient knowledge of indigenous knowledge systems (IKS), often lack the pedagogy. Once again, we need to go back in history to understand why teachers find it so difficult to teach IK. In the apartheid era it was a taboo to mention traditional medicine in the classroom. Our traditional medicine was often replaced by Western medicine. Black South Africans were robbed of their identity. Under the Suppression of Witchcraft Act, indigenous belief systems were undermined and in most cases referred to as pagan (heathen) belief systems. As a result, indigenous belief systems were viewed as something that derails society.
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Efficacy of the extended family system in supporting orphans and vulnerable children in Zimbabwe : an indigenous knowledge perspective
- Authors: Ringson, John , Chereni, Admire
- Date: 2020
- Subjects: Extended family , Indigenous knowledge , Ubuntu
- Type: Article
- Identifier: http://hdl.handle.net/10210/432807 , uj:37399
- Description: Abstract: , Notwithstanding the importance of the contemporary orphans and vulnerable children (OVC) care and support systems, the extended family system remains the most prominent and pivotal safety net for OVC within the rural tribal communities of Zimbabwe. This paper examines the efficacy of extended family system in OVC care and support in the Gutu District of Zimbabwe. This a qualitative phenomenological study was used to gather data of the lived experiences and perceptions of the 10 caregivers of Batanai HIV/AIDS service organization support groups and 10 OVC purposively sampled in the Gutu District of Zimbabwe. The findings overwhelmingly reveal that the extended family in Zimbabwe is still compatible and predominantly utilized as the OVC safety net more than the residential or orphanage care system. The poor living conditions of OVC are being misrepresented as abuse and exploitation by the critics of extended family care and support system. The study concluded and recommended that the government and human rights organizations must desist from destructively criticises the caregivers within the extended family households based on the poor and unhygienic conditions of OVC. Instead, they should create a multi-stakeholder’s harmonious relationship to foster a sustainable OVC care and support in Zimbabwe.
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