This paper attempts to explore how indigenous peoples respond to ecological and development challenges and how their cultures and knowledge systems can contribute to the sustainable development agenda. At first, it will look at the characteristics of indigenous knowledge and at indigenous peoples’ notions of development to understand the concepts in which traditional knowledge is rooted.
Africa Spectrum, first published in 1966 by the GIGA-Institute of African Affairs in Hamburg, is an inter-disciplinary fully refereed journal, indexed by ISI, focusing on social science dealing with Africa. In 2009 it has become an open access journal and is published in cooperation with the Dag Hammarskjöld Foundation.
This book is an important contribution to social science, specifically to the field of history and politics of knowledge production. It also importantly addresses a number of specialised professional fields pinpointing critical perspectives on the contributions of African indigenous knowledge to the knowledge terrain.
The publication of this work by the African Young Scientists Initiative on Climate Change and Indigenous Knowledge Systems is based on the understanding and acknowledgement that African Indigenous Knowledge Systems (AIKS) that have been locally tested and are culturally acceptable have sustained the lives of African people over centuries against adverse effects of climate change such as drought
This article draws on rich ethnographies and ethnographic fiction depicting mobile Africans and their relationships to the places and people they encounter to argue that mobility is more appropriately studied as an emotional, relational and social phenomenon as reflected in the complexities, contradictions and messiness of the everyday realities of encounters informed by physical and social mob
Indigenous Knowledge also termed Traditional, Endogenous or Classical knowledge, often fails to contribute to the improvement of the qua lity of human life. This failure can be a ttributed purely to th e lower statu s accorded to this type of knowledge in society.
Using the metaphor of the elephant and the three blind men, this paper discusses some elements of the scholarly debate on the postcolonial turn in academia, in and of Africa, and in anthropology in particular. It is a part of the context in which anthropology remains unpopular among many African intellectuals.
This article explores decolonial priorities in Indigenous Studies, raises questions about the pedagogical approach, and challenges the primary educational goal for students, arguing that Indigenous Studies has become fixated on a simplistic decolonisation of Western knowledge and practices.