Curtis Bristowe talks on the power of Kawa, Tikanga, and Kaupapa to provide answers to today's problems. In his talk Curtis reflects on his ancestors challenges, how they overcame these challenges and how we can learn from these in our own lives. This year's theme was Morphosis and reflected the ever changing world we live in. Curtis Bristowe is a man of many strands.
This paper explores preservice science teachers’ views and reflections of science, Indigenous Knowledge Systems (IKS) and their perspectives on the inclusion of Indigenous Knowledge holders as teachers in the academy, in the context of teaching Environmentally sustainable development practices.
– This article responds to a call for rethinking the science that we teach to school learners in South Africa. Much of the debate on the nature of science and science learning is reflected in a body of literature which analyses the tensions between disparate perspectives on science education.
South Africa has a number of policies to protect and promote indigenous knowledge (IK). The increasing interest in research into indigenous knowledge and science education in southern Africa has led not only to the production of publications, but also to numerous conferences, seminars, research centres, projects, learning materials, and postgraduate courses.
African Indigenous Knowledge Systems and Decolonization of Bioethics – Prof. Hassan O. Kaya, Director, DST-NRF Centre in Indigenous Knowledge Systems, University of KwaZulu-Natal, South Africa. AUSN Visiting Professor of Indigenous Knowledge Systems. Explore scholarships for postgraduate study at American University of Sovereign Nations
Chika Ezeanya-Esiobu wants to see Africans unleash their suppressed creative and innovative energies by acknowledging the significance of their indigenous, authentic knowledge. In this powerful talk, she shares examples of untapped, traditional African knowledge in agriculture and policy-making, calling on Africans to make progress by validating and dignifying their reality.
Realizing the potential of comanagement requires that resource managers and First Nations learn to work together more effectively. This is a distant objective unless negative preconceptions of traditionalenvironmental knowledge and management systems are examined and overcome.
In this paper I discuss the nature of intellectual dislocation as argued in Afrocentric theory. To delineate the main contours of the critical canon of analytic Afrocentricity, I seek to establish the idea of sentinel statements as positive identifiers in the process of cultural and historical dislocation.