(Un)Subjugating Indigenous Knowledge for Sustainable Development: Considerations for Community-Based Research in African Higher Education

Autor/inn/en	Johnson, Ane Turner; Mbah, Marcellus Forh
Titel	(Un)Subjugating Indigenous Knowledge for Sustainable Development: Considerations for Community-Based Research in African Higher Education
Quelle	In: Journal of Comparative and International Higher Education, 13 (2021) 3, S.43-64 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Johnson, Ane Turner) ORCID (Mbah, Marcellus Forh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2151-0393
Schlagwörter	Indigenous Knowledge; African Culture; College Faculty; Environmental Education; Higher Education; Social Problems; Teacher Attitudes; School Community Relationship; Foreign Countries; Sustainable Development; Social Justice; State Universities; Epistemology; Research; Information Dissemination; Zambia; Gambia + Suchen Sie Ihr Suchwort? Africa; Culture; Afrika; Kultur; Fakultät; Umweltbildung; Umwelterziehung; Umweltpädagogik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Social problem; Soziales Problem; Lehrerverhalten; Ausland; Nachhaltige Entwicklung; Soziale Gerechtigkeit; Staatliche Universität; Erkenntnistheorie; Forschung; Informationsverbreitung; Sambia
Abstract	The most recent incarnation of development goals, the Sustainable Development Goals (SDG), call for a more intentional integration of higher education in development. Research can provide an avenue by which this done, developing relevant solutions to social problems. But who benefits from research, and whose knowledge counts in this process? Formal engagement with Indigenous knowledge, honoring the voices, artifacts, histories, traditions, and "knowledges" of those Indigenous communities that buttress the university can potentially contribute to both the social and environmental justice at the heart of sustainable development. Our research was focused on how African academics at two public universities and community members in The Gambia and Zambia constructed the role of Indigenous knowledge within their community-based research activities. We highlight the specific epistemic strategies academic researchers used to engage Indigenous communities and knowledge, the dilemmas faced in the field, and the connections made through research relationships to sustainable development. (As Provided).
Anmerkungen	Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://www.ojed.org/index.php/jcihe/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01