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Articles on Traditional knowledge
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Children in an Oji-Cree northern First Nation are learning traditional teachings about ‘Namebin’ (suckers) and working on literacy skills at the same time through a community literacy project.
Traditional ecological knowledge of Indigenous peoples offers ways to adapt to climate impacts.
The extent of this achievement is staggering, almost incomprehensible in a southern Australia context after the summer’s devastating bushfires.
Ancestral Indigenous songs often encode territorial responsibilities and rights, such as in relationship with ‘lokiwey’ (coastal clam gardens) on the Pacific Northwest Coast.
A holistic approach to conservation finds people have a place in the natural world and a responsibility to maintain it.
Science is a multicultural enterprise that benefits from and indeed requires competing views.
While industry bodies fight over who can claim that their mānuka honey is authentic, Māori interests are often left out of the debate.
Many Native languages are dying, and their loss has deep and profound implications for our world.
A double standard exists concerning the acceptance of Traditional Knowledge by practitioners of Western science.
Like many Indigenous groups around the world, the James Bay Cree of northern Québec have a disproportionately high rate of diabetes. They’re facing it down with a decidedly Indigenous solution.
In north-east India, children of the Khasi Hills (Meghalaya) learn slash and burn cultivation, an intergenerational yet controversial indigenous practice.
Knowledge is power. If you own it, you can control those without it. Since so much knowledge about Africa doesn’t sit on the continent, it’s apparent that Africa lacks power in this regard.
The decolonisation debate in South Africa’s universities raises critical issues about the relationship between power, knowledge and learning.
Traditional knowledge that drives indigenous communities’ innovation in agriculture, medicine and conservation is not protected by existing international law.
Top contributors
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Professor of Archaeology, Simon Fraser University
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Emeritus professor, School of Regulation and Global Governance, ANU, Australian National University
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Professor of Law, L’Université d’Ottawa/University of Ottawa
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Research Associate in Higher Education Policy and Planning, Ali Mazrui Centre for Higher Education Studies, University of Johannesburg
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Professor in Archaeology, University of Cape Town
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Researcher in International Relations and Politics, Development Studies and Borders, Indian Institute of Technology Guwahati
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Associate Professor of Environmental Studies, The University of Montana
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Instructor of English and Creative Writing , University of Alberta
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Researcher in Ethnecology, Helsinki Institute of Sustainability Science (HELSUS), University of Helsinki
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Adjunct Professor, School of Public Health and Health Systems, University of Waterloo
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Associate Professor in Commercial Law, Te Herenga Waka — Victoria University of Wellington
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Coordinator of the Indigenous Guardian program in the K'atl'odeeche First Nation
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Professor of Elementary Literacy, Ontario Institute for Studies in Education, Department of Curriculum, Teaching and Learning, University of Toronto
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Professor in Archaeology, Simon Fraser University
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Contributor to the special issue on Ethnobiology Through Song/CEO Ninogaad Knowledge Keepers Foundation/BOD APTN
