Optional theme: Knowledge and indigenous societies

Optional theme: Knowledge and indigenous societies

In recent years there has been increasing global awareness of the historic and ongoing injustices that many groups of indigenous peoples have faced, and of how threats to indigenous societies can lead to a loss of traditional knowledge and cultural diversity.

For example, in 2007 the UN adopted the “United Nations Declaration on the Rights of Indigenous Peoples”, which includes the statement that “Indigenous peoples have the right to maintain, control, protect and develop their cultural heritage, traditional knowledge and traditional cultural expressions, as well as the manifestations of their sciences, technologies and cultures”.

This optional theme provides an opportunity to undertake a more detailed exploration of knowledge that is principally bound to a particular group, culture or society. It focuses on knowledge that is deeply embedded in the culture and traditions of particular communities of knowers, and how what might be seen as “traditional” indigenous knowledge and societies operate today.

In their discussions in this theme, it is important that students are encouraged to reflect critically on the category “indigenous societies” itself. For example, this could consist of discussion of the history and context of the emergence of the word “indigenous” and its contested meanings. It could also include discussion of the power relations that influence hierarchies of how knowledge is classified and validated.

Students should be encouraged to consider the diversity of indigenous societies, as well as the diversity within these societies, and to avoid the assumption that all members of a particular culture or society will share exactly the same outlook and values.

Students should also be encouraged to engage with specific examples rather than generalizations; for example, they could explore the impact of the building of the Ok Tedi mine on the Wopkaimin people of Papua New Guinea, or the importance of music and traditional craftsmanship to the Namaqua people of Southern Africa.

This theme provides an opportunity for discussion of areas such as the focus in many indigenous societies on a holistic view of knowledge, and on the particularly long-standing and close relationships between many indigenous societies and the natural world. It provides an opportunity for rich conversations around examples such as the embodiment and transmission of knowledge in traditional artistic and cultural practices, rituals and objects.

Another interesting area of discussion within this theme could be the impact and legacy of colonialism on indigenous societies, or how external influences, such as globalization, have brought about changes and challenges in relation to the ownership and custodianship of knowledge in indigenous societies.

There could be discussion of how some kinds of knowledge have often been devalued; for example, through an emphasis on the primacy of science, or the viewing of oral tradition as inferior to the written word.

It is crucial that discussions within this optional theme stay focused explicitly on knowledge rather than consisting of general discussions about indigenous societies. The following examples of knowledge questions can help to ensure this focus.

Scope

• Does our culture determine what we know?

• In what ways does the loss of indigenous languages signify a loss of knowledge and cultural diversity?

• Does the emphasis on holistic knowledge found in some indigenous societies avoid a limited understanding of reality resulting from the compartmentalization of knowledge?

• Who owns knowledge?

• How have government education policies and systems compromised the transmission of indigenous knowledge?

• Why is there sometimes a strong connection between indigenous knowledge and cosmology?

Perspectives

• To what extent is our perspective determined by our membership of a particular culture?

• To what extent does the fact that most early literature on indigenous societies was written from a non-indigenous perspective affect its credibility?

• What values and assumptions underpin the use of the term “indigenous” knowledge?

• Does a neutral position exist from which to make judgments about competing claims from different groups with different traditions?

• As an “outsider”, can we know and speak about the knowledge held by a different cultural group?

• How might differences in their worldviews create challenges for collaboration between environmental scientists and holders of traditional environmental knowledge?

• Does the term “indigenous” knowledge” necessarily suggest power divisions between a dominant and non-dominant group?

Methods and tools

• How reliable are oral traditions in preserving knowledge in indigenous societies?

• What is the role of oral tradition in enabling knowledge to be handed down through generations?

• What role do objects and artifacts play in the construction and sharing of knowledge?

• Does what is seen to constitute “good evidence” vary from culture to culture?

• What is the role of folklore, rituals and songs in acquiring and sharing knowledge?

• What methods have indigenous peoples developed to support the recording, preservation and protection of their traditional knowledge?

Ethics

• Does the diversity of moral practices that we see in indigenous societies around the world support the case for moral relativism?

• To what extent does deliberate disinformation by educational institutions and governments threaten indigenous knowledge?

• Is cultural appropriation an example of a violation of collective intellectual property rights?

• Is there a difference between moral values and cultural customs?

• Is there any knowledge that a person or a society has a responsibility to acquire, or not to acquire?

• Can the practices of one individual or culture be judged with any validity by applying the moral values of another generation or another culture?

Making connections to the core theme

• Is it possible to have knowledge of a culture in which we have not been raised? (scope)

• To what extent are we aware of the impact of our culture(s) on what we believe or know? (perspectives)

• How can we know when we should trust and defer to the authority of experts? (methods and tools)

• What ethical concerns are raised by the commercialisation of indigenous knowledge and cultures? (ethics)