Research on Indigenous Knowledge Systems: The Search for Cognitive Justice

Autor/in	Odora Hoppers, Catherine
Titel	Research on Indigenous Knowledge Systems: The Search for Cognitive Justice
Quelle	In: International Journal of Lifelong Education, 40 (2021) 4, S.310-327 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-1370
DOI	10.1080/02601370.2021.1966109
Schlagwörter	Indigenous Knowledge; Justice; Evaluation Criteria; Archaeology; Systems Approach; Ethics; Social Change; Foreign Policy; African Culture; Foreign Countries; Plants (Botany); Scientific Research; Innovation; Biodiversity; Universities; Language Role; Sustainability; Conferences (Gatherings); Social Sciences; Western Civilization; South Africa + Suchen Sie Ihr Suchwort? Gerechtigkeit; Archäologie; Systemischer Ansatz; Ethik; Sozialer Wandel; Außenpolitik; Africa; Culture; Afrika; Kultur; Ausland; Pflanze; Biodiversität; University; Universität; Nachhaltigkeit; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Indigenous Knowledge Systems (IKS) are referred to differently in different contexts and circumstances. Related conceptions include 'Traditional Knowledge Systems' (TKS), 'Endogenous Knowledge Systems' (EKS) and 'Classical Knowledge Systems' (CKS). A focus on IKS implies an archaeology and re-appropriation of those knowledges that were not allowed to 'be', to enhance our human understanding, and develop, protect, and promote them. Most exigent in a decolonised context is the transformative challenge of developing appropriate protocols, codes of conduct, and terms for any dialogue and integration. This paper argues that at a systems level, IKS demands: establishing an ethically sound and ecologically constituted way of thinking; affirming the multiplicity of worlds and forms of life; creating a shared paradigm shift; self-reflexive praxis; becoming critical explorers of human and societal possibilities; establishing new evaluation and appraisal criteria; and a transformation to new futures. Such a transformation recognises cognitive justice as a plurality of ways of knowing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01