Indigenous knowledge
Indigenous knowledge is knowledge of ecology, botany, medicine, agriculture and other fields that does not originate in academic or corporate research institutions but rather is based on local-level accumulated knowledge and is frequently inherited through tradition and culture. Indigenous knowledge is increasingly used by agencies such as the World Bank, the World Health Organization, UNESCO and the United Nations Environment Programme in the formulation of their objectives and methods for local-level projects.
Origins of indigenous knowledge
Local and culturally specific knowledge and ways of knowing arise out of the simple fact that physical and cultural environments vary a great deal across the globe. People who live in different physical environments naturally learn ecology, botany, geology, hydrology and other aspects of the environment in different ways. Similarly, divergent cultural contexts foster diverging perspectives and ways of thinking about the various fields of knowledge. As a result, the accumulated knowledge of a people living in one part of the globe frequently includes specific knowledge or perspectives that are not present in the bodies of knowledge held by groups in other places.
Indigenous knowledge incorporates an extremely broad range of topics. A report from the World Intellectual Property Organization provides a brief inventory: "Traditional knowledge systems in the fields of medicine and healing, biodiversity conservation, the environment and food and agriculture are well known. Other key components of traditional knowledge are the music, dance, and “artisanat” (i.e. designs, textiles, plastic arts, crafts, etc.) of a people."[1]
In practical usage, indigenous knowledge is usually understood to designate the culturally or locally specific knowledge of traditional peoples. It is contrasted with the "international" knowledge system that is associated with the research institutions of the West. Thus, entities such as UNESCO, WHO and the World Bank that employ indigenous knowledge as part of their organizational approach place special emphasis on local knowledge and participation in preference to top-down strategies.
Participatory development
At the turn of the twenty-first century, development strategies shifted away from generalizing holistic theories toward local-level programs focused on participation and empowerment.[2] Recent projects have therefore placed significant emphasis on incorporating local and indigenous knowledge into the planning and evaluation processes. The Department of Science and Technology in South Africa, for example, views its Indigenous Knowledge Systems Policy as "an enabling framework to stimulate and strengthen the contribution of indigenous knowledge to social and economic development."[3]
Economics
Ecology
Health
Agriculture
Education
Health research
Intellectual property rights
"Commoditization of knowledge by means of intellectual rights," writes Stephen Brush, "has been practiced for five hundred years, but it continues to raise numerous ethical issues."[4] With respect to indigenous knowledge, there are two major ethical issues:
- Can/should indigenous knowledge be privatized and commoditized by outside interests?
- Can/should life forms be privatized through patents?
Sources
- ↑ WIPO. 2001. Intellectual Property Needs and Expectations of Traditional Knowledge Holders. p. 211. Available online: http://www.wipo.int/tk/en/tk/ffm/report/index.html
- ↑ Giles Mohan and Kristian Stokke. 2000. Participatory Development and Empowerment: The Dangers of Localism. Third World Quarterly 21(2):247–268.
- ↑ Department of Science and Technology, South Africa. "Indigenous Knowledge Systems" Available online: http://www.wipo.int/tk/en/folklore/creative_heritage/policy/link0007.html p. 9.
- ↑ Stephen B. Brush. 1993. Indigenous Knowledge of Biological Resources and Intellectual Property Rights: The Role of Anthropology. American Anthropologist 95(3): 653-671. p. 653