Chapter-7: Indigenous knowledge Systems

7.1 Definition and concepts

7.2 Significance of Indigenous Knowledge
7.3. Indigenous knowledge and development
7.4 Challenges and Limitations of IK
7.5 The Erosion and Preservation of IKS

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 Chapter-7: Indigenous knowledge Systems
7.1 Definition and concepts
• What is Indigenous knowledge? (Can be defined in different
ways, based on perspectives)
 Indigenous knowledge (IK) is, broadly speaking, the knowledge
used by local people to make a living in a particular
environment (Warren, 1991).
 Terms used in the field of sustainable development to
designate this concept include indigenous technical
knowledge, traditional environmental knowledge, rural
knowledge, local knowledge and farmer’s or pastoralist’s
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Indigenous knowledge (IK) can be defined as “A body of
knowledge built up by a group of people through generations of
living in close contact with nature” (Johnson, 1992).
 Generally speaking, such knowledge evolves (changes) in the
local environment, so that it is specifically adapted to the
requirements of local people and conditions.
 It is also creative and experimental, constantly incorporating
outside influences and inside innovations to meet new
conditions.
 It is usually a mistake to think of indigenous knowledge as ‘old-
fashioned,’ ‘backwards,’ ‘static’ or ‘unchanging.’
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 A working definition o f IK in the African context
1) Indigenous systems are localized African systems developed over long periods and whose
patterns are based upon local knowledge systems and expressed in local languages.
2) Indigenous systems would generally be viewed to be in balance with the local
environment or would have sought such balance.
3) The systems would have been influenced by innovations emerging from within
themselves, from other indigenous systems and from national and international systems.
Nonetheless, they are essentially African in origin even though they may display foreign
attributes.
4) Indigenous peoples would be those regarded as indigenous on account of their descent
from the populations inhabiting the countries at the time of conquest, colonization or
establishment of present state boundaries.
 Indigenous peoples retain some or all of their own social, economic, cultural and political
institutions. Such a definition is therefore not confined to the minority groups in the
region but encompasses major groupings as well.
 A major criterion of “indigenous” would reflect African origination (Source:
Matowanyika, 1994)
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Indigenous versus Local Knowledge:
 Indigenous people are the original inhabitants of a particular
geographic location, who have a culture and belief system distinct from
the international system of knowledge (e.g., the Tribal, Native, First, or
Aboriginal people of an area).
 Some feel that such a definition is too narrow, in that it excludes peoples
who may have lived in an area for a long period of time but are not the
original inhabitants.
 This has led to widespread use of the term local knowledge, a
broader concept which refers to the knowledge possessed by any
group living off the land in a particular area for a long period of time.

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 Under local knowledge approach, it is not necessary to know if
the people in question are the original inhabitants of an area,
the important thing is to learn how people (aboriginal or non-
aboriginal) in a particular area view and interact with their
environment, in order that their knowledge can be mobilized
for the design of appropriate interventions.
 The term ‘indigenous knowledge’ may also be used in this latter
sense, to refer to ‘local knowledge,’ with ‘indigenous’ referring
to the in situ nature of the knowledge, rather than to the
‘origins’ of the group in question. The two terms can be used
interchangeably.
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• United Nations definition of "indigenous populations"
1) “Indigenous populations” are descendants of groups which
were in the territory of the country at the time when other
groups of different cultures or ethnic origins arrived there;
2) Because of their isolation from other segments of the country`s
population, Indigenous populations have preserved almost
intact the customs and traditions of their ancestors which are
similar to those characterized as indigenous;
3) Indigenous populations are placed under a state structure
which incorporates national, social and cultural characteristics
alien to theirs. (Source: UNESCO, 1982)
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• Special Features of Indigenous Knowledge
 Ellen and Harris (1996) identified the following special features of IK that distinguish it
broadly from other knowledge:
A) Local knowledge, in that it is rooted in a particular community and situated within
broader cultural traditions;
B) Tacit knowledge, therefore, not easily codifiable;
C) Transmitted orally, or through imitation and demonstration. Codifying it may lead to
the loss of some of its properties.
D) Experiential rather than theoretical knowledge. Experience and trial and error, tested
in the rigorous laboratory of survival of local communities constantly reinforce IK.
E) Learned through repetition, which is a defining characteristic of tradition even when
new knowledge is added.
F) Constantly changing, being produced as well as reproduced, discovered as well as lost;
though it is often perceived by external observers as being somewhat static.
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Types of Indigenous Knowledge:
 While IK research originally emphasized indigenous
technical knowledge of the environment, it is now
accepted that the concept of IK goes beyond this narrow
interpretation.
 IK is now considered to be cultural knowledge in its
broadest sense, including all of the social, political,
economic and spiritual aspects of a local way of life.

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 Sustainable development researchers, however, have found the
following categories of IK to be of particular interest:
 resource management knowledge and the tools, techniques,
practices and rules related to pastoralism, agriculture,
agroforestry, water management and the gathering of wild food;
 classification systems for plants, animals, soils, water and
weather;
 empirical knowledge about flora, fauna and inanimate resources
and their practical uses; and
 the worldview or way the local group perceives its relationship
to the natural world (Emery, 1996).
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 While research may focus on a particular category or type of IK,
any IK under investigation must be viewed in terms of the overall
cultural context.
 IK is embedded in a dynamic system in which spirituality, kinship,
local politics and other factors are tied together and influence one
another.
 Religion, for example, is an integral part of IK and cannot
necessarily be separated from technical forms of knowledge.
Spiritual beliefs about nature may influence how resources are
managed and how willing people are to adopt new resource
management strategies (IIRR, 1996a).
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 7.2 Significance of Indigenous Knowledge
 There are two basic reasons why it is important for researchers to consider
IK when carrying out research projects (Langill, 1999).
First, incorporating IK into research projects
 It can contribute to local empowerment and development, increasing
self-sufficiency and strengthening self-determination.
 Utilizing IK in research projects and management plans gives it
legitimacy and credibility in the eyes of both local people and outside
scientists, increasing cultural pride and thus motivation to solve local
problems with local ingenuity and resources.
 Local capacity-building is a crucial aspect of sustainable development,
and researchers and development specialists should design approaches
which support and strengthen appropriate indigenous knowledge and
institutions.
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Second, it can provide valuable input about the local environment
 Indigenous people can provide valuable input about the local environment
and how to effectively manage its natural resources.
 Outside interest in indigenous knowledge systems has been fueled by the
recent worldwide ecological crisis and the realization that its causes lie partly
in the overexploitation of natural resources based on inappropriate attitudes
and technologies.
 Scientists now recognize that indigenous people have managed the
environments in which they have lived for generations, often without
significantly damaging local ecologies.
 Many researchers feel that indigenous knowledge can thus provide a
powerful basis from which alternative ways of managing resources can be
developed.
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 IK technologies and know-how have an advantage over introduced forms in
that they rely on locally available skills and materials and are thus often
more cost-effective than introducing exotic technologies from outside
sources. As well, local people are familiar with them and so do not need any
specialized training.
 The following are some of the features of IK which have relevance to
conservation and sustainable development:
 locally appropriate: IK represents a way of life that has evolved with the
local environment, so it is specifically adapted to the requirements of local
conditions.
 restraint in resource exploitation: indigenous production is for subsistence
needs only; only what is needed for immediate survival is taken from the
environment.
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 diversified production systems: there is no overexploitation of a single
resource; risk is often spread out by utilizing a number of subsistence
strategies (alternatives are present).
 respect for nature: a ‘conservation ethic’ often exists. The land is
considered sacred, humans are dependent on nature for survival, all
species are interconnected.
 flexible: IK is able to adapt to new conditions and incorporate outside
knowledge.
 social responsibility: there are strong family and community ties, and
with them feelings of obligation and responsibility to preserve the land
for future generations. (Source: Steve Langill, 1999)

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 7.3 Indigenous knowledge and development
 Intervention in community development activities is linked with
involvement of many sectors and IK base. The following are examples to
be considered:
1) Farming and IK
2) Food supplies, Nutrition and IK
3) House design, Construction and IK
4) Fuel supplies and IK
5) Herbal Medicine and IK
6) Water supply, waste disposal and IK
7) Development planning and IK

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 Development projects are affected by IK and require the following
considerations:
1) Quality of Life Shortfalls
2) Influences arising from External Factors
3) Influences Arising from Within Communities
4) Consideration of Constructive Interventions
5) Consideration of Augmenting Incomes
6) Designing Comprehensive Development Plans

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 The 8 Millennium development goals, planed to be achieved by the year 2015, are
affected by IK
1. Reduce extreme poverty and hunger by half, relative to 1990
2. Achieve universal primary education
3. Promote gender equality and empowerment of women
4. Reduce child mortality by two-thirds, relative to 1990
5. Improve maternal health, including reducing maternal mortality by three-quarters
relative to 1990
6. Prevent the spread of HIV/AIDS virus, malaria and other diseases
7. Ensure environmental sustainability
8. Develop a global partnership for development
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 Lessons from IK has been well documented for the world,
related to different contemporary problems:
1. Contemporary Issues – Climate change, biodiversity, etc.
2. Energy Economies in Agriculture and Food Distribution
3. Energy Economies in Architecture and Household Management

4. Protecting Crop Biodiversity

5. Lessons from Traditional Medicine
6. Improving Dietary Balance
7. Attitudes to Wild Species, etc.

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 7.4 Challenges and limitations of IK
 As with scientific knowledge, however, IK has its limitations, and these
must be recognized. IK is sometimes accepted uncritically because of
naive notions that whatever indigenous people do is naturally in harmony
with the environment.
 There is historical and contemporary evidence that indigenous peoples
have also committed environmental ‘sins’ through over-grazing, over-
hunting, or over-cultivation of the land. It is misleading to think of IK as
always being ‘good,’ ‘right’ or ‘sustainable’.
 A critical assumption of indigenous knowledge approaches is that local
people have a good understanding of the natural resource base
because they have lived in the same, or similar, environment for many
generations, and have accumulated and passed on knowledge of the
natural conditions, soils, vegetation, food and medicinal plants etc.
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 Under conditions where the local people are in fact recent migrants from
a quite different ecological zone, they may not have much experience yet
with their new environment. In these circumstances, some indigenous
knowledge of the people may be helpful, or it may cause problems (e.g.,
use of agricultural systems adapted to other ecological zones).
 Therefore it is important, especially when dealing with recent
migrants, to evaluate the relevance of different kinds of indigenous
knowledge to local conditions.
 Indigenous knowledge can also be eroded by wider economic and
social forces. Pressure on indigenous peoples to integrate with larger
societies is often great, and as they become more integrated, the social
structures which generate indigenous knowledge and practices can
break down.
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 The growth of national and international markets, the imposition of
educational and religious systems and the impact of various development
processes are leading more and more to the ‘homogenization’ of the
world`s culture. Consequently, indigenous beliefs, values, customs, know-
how and practices may be altered and the resulting knowledge base
incomplete.
 Sometimes IK that was once well-adapted and effective for securing a
livelihood in a particular environment becomes inappropriate under
conditions of environmental degradation.
 Although IK systems have a certain amount of flexibility in adapting to
ecological change, when change is particularly rapid or drastic, the
knowledge associated with them may be rendered unsuitable and
possibly damaging in the altered conditions.
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 An often overlooked feature of IK which needs to be taken into account is
that, like scientific knowledge, sometimes the knowledge which local
people rely on is wrong or even harmful.
 Practices based on, for example, mistaken beliefs, faulty
experimentation, or inaccurate information can be dangerous and
may even be a barrier to improving the well-being of indigenous
people. However, researchers in IK need to be careful when making
such judgements.

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 7.5 The Erosion and Preservation of IKS
 With the rapid environmental, social, economic and political changes
occurring in many areas inhabited by indigenous people comes the
danger that the IK they possess will be overwhelmed and lost forever.
 Younger generations are acquiring different values and lifestyles as a
result of exposure to global and national influences, and traditional
communication networks are breaking down, meaning that Elders are
dying without passing their knowledge on to children.
 In some cases, the actual existence of indigenous people themselves is
threatened.

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• Rate of loss of IK is accelerating because of many factors:
 Rapid population growth: migrations and resettlements – related to
mega-projects, natural disasters, conflicts and wars, etc.
 Growth of global markets: Market oriented agriculture, forestry, fishery,
health system, education, etc.
 Expansion of modern education: It affected knowledge transmission
through oral tradition; traditional networks have been disrupted
 Environmental degradation; created a new pressure to find a new
resource and ways of life as means of survival; and
 Development processes: pressures related to rapid modernization and
cultural homogenization impacted IK

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 Researchers can assist in preserving IK through the following:
1) record and use IK: document IK so that both the scientific and local community
have access to it and can utilize it in the formulation of sustainable development
plans.
2) raise awareness in the community about the value of IK: record and share IK
success stories in songs, plays, story-telling, videos and other traditional or modern
means of communication. Encourage people to take pride in their knowledge.
3) help communities record and document their local practices: Get local people
involved in recording their IK by training them as researchers and providing means
of documentation. (computers, video equipment, etc.)
4) make IK available: disseminate IK back to the community through newsletters,
videos, books and other media.
5) observe intellectual property rights: have agreements so that IK is not misused
and benefits return to the community from which it originates.
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 End of Chapter Seven (7)

Wish you best achievement

and good times!!!

Hawassa University, 2013 E.C. (2021)

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