Indigenous knowledges: a genealogy of representations and applications in developing contexts of environmental education and development in southern Africa
- Authors: Shava, Soul
- Date: 2009
- Subjects: Foucault, Michel, 1926-1984 Education -- Africa, Southern Environmental education -- Africa, Southern Indigenous peoples -- Africa, Southern Ethnoscience -- Africa, Southern Knowledge, Theory of Genealogy (Philosophy) Medicinal plants -- Africa, Southern
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1885 , http://hdl.handle.net/10962/d1005920
- Description: This study was developed around concerns about how indigenous knowledges have been represented and applied in environment and development education. The first phase of the study is a genealogical analysis after Michel Foucault. This probes representations and applications of plant-based indigenous knowledge in selected anthropological, botanical and environmental education texts in southern Africa. The emerging insights were deepened using a Social (Critical) Realism vantage point after Margaret Archer to shed light on agential issues in environmental education and development contexts. Here her morphogenetic/morphostatic analysis of social transformation or reproduction is used to trace changes in indigenous knowledge representations and applications over time (from the pre-colonial into the post-colonial era). The second phase uses the same perspectives and tools to extend the analysis of power/knowledge relationships into the interface of indigenous communities and modern institutions in two case study settings in the Eastern Cape of South Africa. This study reveals colonially-derived hegemonic processes of modern/Western scientific institutional representations/interpretations of the knowledges of indigenous communities. It also tracks a continuing trajectory of their dominating and prescriptive mediating control over local knowledges from the pre-colonial context through into the post-colonial period in southern Africa. The analysis reveals how this hegemony is sustained through the deployment of institutional strategies of representation that transform local knowledges into the disciplinary knowledge discourses of modern scientific institutions. These representational strategies therefore generate/reproduce and validate disciplinary discourses about the other, constructing disciplinary 'regimes of truth'. In this way modern institutions appropriate and displace indigenous/local knowledges, silence the voices of local communities and regulate individual and community agency within a continuing subjugation of indigenous knowledges. This study reveals how working within modern institutions and disciplinary knowledges in participative education and development interactions can serve to implicate indigenous researchers in these institutional hegemonic processes. The study also notes evidence of a continued resistance to hegemonic Western knowledge discourses as indigenous communities have sustained many knowledge practices alongside Western knowledge discourses. There is also evidence of a recent emergence of counter-hegemonic indigenous knowledge discourses in environmental education and development practices in southern Africa. It is noted that these have been contingent upon the changing political terrain in southern Africa as this has opened the way for alternative discourses to the dominant conventional Western knowledges in formal education and development contexts. The counterhegemonic discourses invert power/knowledge relations, decentre hegemonic discourses and reposition indigenous knowledges in formal education and development contexts. This study suggests the need to foreground indigenous knowledges as a process of knowledge decolonisation that gives contextual and epistemic relevance to environmental education and development processes. This calls for a need for new strategies to transform existing institutions by creating enabling spaces for the representational inclusion of indigenous knowledges in formal/conventional knowledge discourses and their application in social contexts. This opens up possibilities for plural knowledge representations and for their integrative and reciprocal co-engagement in situated contexts of environmental education and development in southern Africa.
- Full Text:
- Date Issued: 2009
- Authors: Shava, Soul
- Date: 2009
- Subjects: Foucault, Michel, 1926-1984 Education -- Africa, Southern Environmental education -- Africa, Southern Indigenous peoples -- Africa, Southern Ethnoscience -- Africa, Southern Knowledge, Theory of Genealogy (Philosophy) Medicinal plants -- Africa, Southern
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1885 , http://hdl.handle.net/10962/d1005920
- Description: This study was developed around concerns about how indigenous knowledges have been represented and applied in environment and development education. The first phase of the study is a genealogical analysis after Michel Foucault. This probes representations and applications of plant-based indigenous knowledge in selected anthropological, botanical and environmental education texts in southern Africa. The emerging insights were deepened using a Social (Critical) Realism vantage point after Margaret Archer to shed light on agential issues in environmental education and development contexts. Here her morphogenetic/morphostatic analysis of social transformation or reproduction is used to trace changes in indigenous knowledge representations and applications over time (from the pre-colonial into the post-colonial era). The second phase uses the same perspectives and tools to extend the analysis of power/knowledge relationships into the interface of indigenous communities and modern institutions in two case study settings in the Eastern Cape of South Africa. This study reveals colonially-derived hegemonic processes of modern/Western scientific institutional representations/interpretations of the knowledges of indigenous communities. It also tracks a continuing trajectory of their dominating and prescriptive mediating control over local knowledges from the pre-colonial context through into the post-colonial period in southern Africa. The analysis reveals how this hegemony is sustained through the deployment of institutional strategies of representation that transform local knowledges into the disciplinary knowledge discourses of modern scientific institutions. These representational strategies therefore generate/reproduce and validate disciplinary discourses about the other, constructing disciplinary 'regimes of truth'. In this way modern institutions appropriate and displace indigenous/local knowledges, silence the voices of local communities and regulate individual and community agency within a continuing subjugation of indigenous knowledges. This study reveals how working within modern institutions and disciplinary knowledges in participative education and development interactions can serve to implicate indigenous researchers in these institutional hegemonic processes. The study also notes evidence of a continued resistance to hegemonic Western knowledge discourses as indigenous communities have sustained many knowledge practices alongside Western knowledge discourses. There is also evidence of a recent emergence of counter-hegemonic indigenous knowledge discourses in environmental education and development practices in southern Africa. It is noted that these have been contingent upon the changing political terrain in southern Africa as this has opened the way for alternative discourses to the dominant conventional Western knowledges in formal education and development contexts. The counterhegemonic discourses invert power/knowledge relations, decentre hegemonic discourses and reposition indigenous knowledges in formal education and development contexts. This study suggests the need to foreground indigenous knowledges as a process of knowledge decolonisation that gives contextual and epistemic relevance to environmental education and development processes. This calls for a need for new strategies to transform existing institutions by creating enabling spaces for the representational inclusion of indigenous knowledges in formal/conventional knowledge discourses and their application in social contexts. This opens up possibilities for plural knowledge representations and for their integrative and reciprocal co-engagement in situated contexts of environmental education and development in southern Africa.
- Full Text:
- Date Issued: 2009
The use of indigenous plants as food by a rural community in the Eastern Cape : an educational exploration
- Authors: Shava, Soul
- Date: 2000
- Subjects: Plants, Edible -- South Africa -- Eastern Cape Wild plants, Edible -- South Africa -- Eastern Cape Human-plant relationships -- South Africa -- Eastern Cape Endemic plants -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1813 , http://hdl.handle.net/10962/d1003699
- Description: Looking at the use of plants as food reflects how humankind has fashioned nature. There has been a significant change in production patterns from hunter-gathering through subsistence agriculture to technologically advanced commercial agriculture with a subsequent reduction in the diversity of plants used as food. A parallel trend in consumption patterns has occurred, from home-based food processing for subsistence through small- scale production to large-scale industrial processing and the commodification of food. The overall result of such trends is a narrowing of the food resource base and an increasing reliance on processed foods at the expense of traditional diets, accompanied by increasing diet-related health risks. This research is an ethnographic case study on the use of indigenous food plants by the community of Tuku A village in the Eastern Cape using interviews and observations as the main data collecting strategies. A nutritional analysis of some wild food plants was also carried out. An inventory of more than 70 food plant species was compiled, with the knowledge of such plants found among both the elderly and the youth. The incorporation of this knowledge into education systems is recommended. Of the wild food plants documented, some were non-indigenous indicating the dynamic nature of indigenous knowledge. Some wild spinach were left to grow amongst cultivated food plants, hinting at some form of ‘domestication’ in process. This observation together with the observation that wild fruit trees were selectively conserved highlights the possibility of the continued use of wild food contributing to conservation of botanical diversity. Community use of indigenous food was found to be diminishing. Stigmatisation of indigenous food plants, urbanisation, formal education, changes in lifestyle, and media were some of the factors possibly influencing this dietary shift. The community made links between diet and health, which correspond to modern scientific knowledge, with modern diet being lamented for ill health. The nutritional analysis revealed that wild food plants do contain essential dietary nutrients, an area recommended for further research.
- Full Text:
- Date Issued: 2000
- Authors: Shava, Soul
- Date: 2000
- Subjects: Plants, Edible -- South Africa -- Eastern Cape Wild plants, Edible -- South Africa -- Eastern Cape Human-plant relationships -- South Africa -- Eastern Cape Endemic plants -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1813 , http://hdl.handle.net/10962/d1003699
- Description: Looking at the use of plants as food reflects how humankind has fashioned nature. There has been a significant change in production patterns from hunter-gathering through subsistence agriculture to technologically advanced commercial agriculture with a subsequent reduction in the diversity of plants used as food. A parallel trend in consumption patterns has occurred, from home-based food processing for subsistence through small- scale production to large-scale industrial processing and the commodification of food. The overall result of such trends is a narrowing of the food resource base and an increasing reliance on processed foods at the expense of traditional diets, accompanied by increasing diet-related health risks. This research is an ethnographic case study on the use of indigenous food plants by the community of Tuku A village in the Eastern Cape using interviews and observations as the main data collecting strategies. A nutritional analysis of some wild food plants was also carried out. An inventory of more than 70 food plant species was compiled, with the knowledge of such plants found among both the elderly and the youth. The incorporation of this knowledge into education systems is recommended. Of the wild food plants documented, some were non-indigenous indicating the dynamic nature of indigenous knowledge. Some wild spinach were left to grow amongst cultivated food plants, hinting at some form of ‘domestication’ in process. This observation together with the observation that wild fruit trees were selectively conserved highlights the possibility of the continued use of wild food contributing to conservation of botanical diversity. Community use of indigenous food was found to be diminishing. Stigmatisation of indigenous food plants, urbanisation, formal education, changes in lifestyle, and media were some of the factors possibly influencing this dietary shift. The community made links between diet and health, which correspond to modern scientific knowledge, with modern diet being lamented for ill health. The nutritional analysis revealed that wild food plants do contain essential dietary nutrients, an area recommended for further research.
- Full Text:
- Date Issued: 2000
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