This study aims to identify traditional medicines which people use in Babati District, Tanzania and to find out which direction the local use and knowledge of traditional medicine is taking in comparison with modern medicine (MM). It is a case study based both on primary and secondary sources. The primary information was gathered with the help of semi-structured interviews and shorter enquiries with people of all categories that use herbal remedies or visit bone fixers and with women that are supported by traditional midwifes. For simple health problems people use TM, for more complicated cases, they go to the hospital. A difference between Babati urban and rural inhabitants was noticed in the usage of traditional and modern medicine, but not between poor and rich people, opinions being slightly different. The Tanzanian government does not encourage the implementation of the TM in the modern medical system and as long as the young generation is not interested to learn the secrets of their parents‟ vocation, this knowledge is threatened by being forgotten. All the herbs used in TM will most likely find their way into the modern pharmacy; however because of the lack of documentation and statistics, it can take up to one hundred years. For this purpose, the gap between TM and MM has to narrow through a better collaboration between all the involved parts.

A chasm exists between science curriculum offered within K-12 and post-secondary education systems, and the needs of national and international decision-makers with respect to the inclusion of Indigenous knowledges within processes aimed at protecting global biological diversity. World governments seek to protect biodiversity through the United Nations Convention on Biological Diversity and consideration of Indigenous knowledges has emerged in governing texts. Yet, sustaining Indigenous knowledges as global wisdom will not be possible if young people lack opportunities to learn Indigenous traditional environmental knowledge as an integral part of their education experience. Métis traditional environmental knowledge can be a modality of science education that will engage learners in understanding relationships with the natural world and the importance of developing sustainable lifestyles within holistic lifelong learning.<p> In advancing this contention, a series of interviews were conducted with Métis traditional land users from North West Saskatchewan. The interviews provided data in 17 thematic areas including: balance, economic, environment, harmony, health, Indigenous knowledge, political, social, spirituality, values, land, language, people, self, imagination, tradition, and learning. Results were used to respond to the four primary research questions: According to traditional land users in North West Saskatchewan, what is Métis traditional environmental knowledge? How does Métis traditional environmental knowledge in North West Saskatchewan align with established theories of Aboriginal epistemology and supporting principles? What evidence and arguments exist that support the development of Métis traditional environmental knowledge as a modality of science education? How can Métis traditional environmental knowledge be developed as a modality of science education?<p> Findings support development of holistic education processes that comprise a broad scope of knowledge integral to understanding our environment. Métis traditional environmental knowledge requires learners engage in activities outside the classroom, participating in experiences that facilitate an understanding of holistic thinking in intellectual, physical, affective and spiritual domains. Traditional environmental knowledge and practices of Métis People can inspire learners in science education, improving their engagement, understanding and decision-making abilities concerning the natural environment.

Interest in indigenous knowledge (IK) research has grown since the 1980s, and more recently the topic has drawn attention in information sciences research. At the same time, the evolution of electronic information and communication technologies (ICTs), most notably development of the Internet, has profoundly influenced information sciences research. This study explores perceptions of community members involved in the creation, development, and use of digital libraries with indigenous knowledge materials. Research methods used in data collection include a quantitative survey distributed to community members involved in the creation, development, and use of digital libraries with indigenous knowledge materials and qualitative analysis of the research process. The study proposes a framework of guidelines to conduct future research on digital libraries with indigenous knowledge that includes: acknowledging the reality of the community involved in creating, developing, and using digital libraries with indigenous knowledge materials; developing appropriate research methods for this community; and identifying specific actions for such research.

This study explores the meaning and value of Basotho traditional farming practices and Indigenous knowing using Indigenous methodology. The study sought to 1) understand the core tenets of Basotho traditional farming practices that involve Indigenous knowledge and sustainable land care; 2) investigate the implications of these practices, and how they may inform school curriculum in ways that promote food security and reduce child hunger; and 3) examine the role of gender in food practices in Lesotho. I collaborated with women Elders who knew oral traditions or traditional farming practices by working with children on a school farm. I used Basotho ways of knowing and communication to gather data including storytelling and observation. I complemented my observation data by utilizing photographs and field notes. The Elders shared their farming experiences, oral traditions, and knowledge including the cultural and survival significance of selecting, preserving, and sharing seeds, how to grow diverse, healthy, and nutritious food and how to be food self-sufficient. They spoke of and demonstrated ways to gather people together as a community to plant, harvest, and share food while caring for the land through culturally respectful practices. The Elders further shared ways to think about and relate to the land as a gift, as 'a being' from Creator, to be respected and cared for in the same way humans care for themselves. The Elders underscored the need to promote food security and land care through a food curriculum that embraces traditional farming practices steeped in Indigenous knowledge. Farming practices such as letsema (community collaborating in fieldwork), hlakantsutsu culture (diversified mixed cropping), koti (minimizing tillage), use of animal dung and ash fertilizers, selecting and preserving native seeds and molala (allowing land to rest after harvest) can constitute a desired curriculum. The Elders taught me what I understood as, and call, the principles of Re seng (we are all related): all humans and non-humans alike, rootedness, letsema (community collaboration), interdependence, connectedness, reciprocity, respect and care for the land. Reflection on these principles continuously shaped the study's theoretical framework with consequent implications on the participatory action methodology, which I characterize as the Basotho Indigenous Participatory Action Methodology.

The contemporary notion of sustainability is emerging as a political response to ecological and social problems associated with human development. It is a contested concept - eco-modernists interpret it as a call to rethink or adjust industrial production systems while others interpret it as a fundamental challenge to the dominant development paradigm. Corporations are playing a key role in shaping the discourse. Many argue that since corporations have enormous influence in the global political economy, they must take the lead in the search for sustainability. The World Business Council for Sustainable Development (WBCSD) promotes eco-efficiency - an eco-modernist stance - as the primary business contribution to sustainability. However, the potential of the corporate focus on efficiency to contribute to sustainability is a subject of debate. In this thesis, I use a heterogeneous methodological approach to explore the interaction between corporations (with a focus on multinational corporations) and the discourse of sustainability in order to identify the potential for positive outcomes. I consider the compatibility of aspects of corporate identity and organisational structure to the ethos of sustainability. This leads to an examination of the meeting between corporations and sustainability as a reflexive process, paying particular attention to the ways in which language and mythology serve to uphold or transform existing power relations. I also explore forms of knowledge relevant to sustainability, comparing those that are typically emphasized in corporate enterprise with traditional, Indigenous and local ways of knowing that are essential to sustainability. The knowledge of classical equestrianism is used as an example in this analysis. Practical ways of including all these essential perspectives in the discourse are considered. The thesis concludes that certain aspects of corporate identity, structure and function are incompatible with the ideals of sustainability and that these disparities must be borne in mind as corporations attempt to embrace sustainability. I contend that sustainability requires network approaches that integrate strong and weak relations as well as diverse values and forms of knowledge. Sustainability can only be achieved with broad civic engagement that allows the synergistic combination of all values and knowledges relevant to sustainability. Furthermore, I argue that while corporations’ orientation towards market-based strategies has significant potential to support sustainability, it is limited since the market is fundamentally constituted by a network of weak ties. Therefore the thesis argues that while corporations can provide significant benefits in terms of sustainability, they cannot be expected to lead the sustainability agenda as it requires discursive plurality. The efficacy of the corporate contribution to sustainability will be greatly enhanced if companies are guided by strong democratic processes of deliberation and community engagement.

This study explores the meaning and value of Basotho traditional farming practices and Indigenous knowing using Indigenous methodology. The study sought to 1) understand the core tenets of Basotho traditional farming practices that involve Indigenous knowledge and sustainable land care; 2) investigate the implications of these practices, and how they may inform school curriculum in ways that promote food security and reduce child hunger; and 3) examine the role of gender in food practices in Lesotho. I collaborated with women Elders who knew oral traditions or traditional farming practices by working with children on a school farm. I used Basotho ways of knowing and communication to gather data including storytelling and observation. I complemented my observation data by utilizing photographs and field notes. The Elders shared their farming experiences, oral traditions, and knowledge including the cultural and survival significance of selecting, preserving, and sharing seeds, how to grow diverse, healthy, and nutritious food and how to be food self-sufficient. They spoke of and demonstrated ways to gather people together as a community to plant, harvest, and share food while caring for the land through culturally respectful practices. The Elders further shared ways to think about and relate to the land as a gift, as 'a being' from Creator, to be respected and cared for in the same way humans care for themselves. The Elders underscored the need to promote food security and land care through a food curriculum that embraces traditional farming practices steeped in Indigenous knowledge. Farming practices such as letsema (community collaborating in fieldwork), hlakantsutsu culture (diversified mixed cropping), koti (minimizing tillage), use of animal dung and ash fertilizers, selecting and preserving native seeds and molala (allowing land to rest after harvest) can constitute a desired curriculum. The Elders taught me what I understood as, and call, the principles of Re seng (we are all related): all humans and non-humans alike, rootedness, letsema (community collaboration), interdependence, connectedness, reciprocity, respect and care for the land. Reflection on these principles continuously shaped the study's theoretical framework with consequent implications on the participatory action methodology, which I characterize as the Basotho Indigenous Participatory Action Methodology. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

PhD (African Studies) / Department of African Studies / Inwi nwana, ni tou vha khundavhalai! (you child, you defeated your guide!). When a child behaved disrespectful to society, and is ill mannered, in Tshivenda, he/she would be referred to as Khundavhalai. Khundavhalai is made out of two Tshivenda words (Khunda + Vhalai which could be equalled to defeating + guides), meaning the one who defeated those who should guide him/her. The system and process of guiding could be equaled to u laya. Nwana is a child. The purpose of this study was to reflect on the Afro-centric practices of u laya nwana- guiding a child with particular reference to the Vhavenḓa culture. The decision to conduct this study was influenced by concerning incidences of behavior that could be associated with khundavhalai. The question was how did vhalai convey ndayo (The content and processes of u laya)? Bearing in mind a lack of documentation on these practices, I envisaged that the reflections would provide insights about how Vhavenda people guided children, with the hope that what was good could be blended with contemporary practices. The study employed a qualitative reflective paradigm. In-depth interviews were conducted with six elderly people who were key informants, to establish how u laya ṅwana was practised in the olden days. Olden days referred to a period before the 1980s. Key informants were asked to reflect on the processes and content of u laya ṅwana, and to identify positive practices that could be applied in the revival process of u laya vhana. Findings showed that u laya nwana was done throughout a child’s development, using different forms, such as songs, folklore, games, proverbs within a family context and communally through initiation schools(ngoma). There was a strong collaborative system between the families, traditional leadership, and key community figures who had the trust of the families and the royal household to run initiation schools. Participants were concerned that these practices have since vanished. A few that still exist are not without challenges. I got an opportunity to visit and observe at least two of those schools. The programme to revive ndayo was suggested, which encourages adaptive processes and collaborative effort between traditional initiation schools, families, communities, schools, churches, and relevant government departments. / NRF

The world, including developing countries such as South Africa, is burdened with deeply rooted women sexual health challenges such as dysmenorrhea. Dysmenorrhoea, also known as, "period pains", while not life-threatening, has been troubling many women of childbearing age since ancient times. Many interventions and drugs are available and approved for use in the treatment of dysmenorrhea. However, dysmenorrhea remains least understood, many cultures and religions of the African countries still regard it as a "taboo" subject because it is a sexual and reproductive issue, and means of coping are considered indigenously "women’s knowledge”, as such increasingly, women negotiate with cultural beliefs and practices in the management of dysmenorrhea. South Africa, as a multicultural society, allows the practice of different types of health care systems such as dysmenorrhea management. Extensive efforts are being made by the government and the healthcare sector to understand and document the indigenous health knowledge for safe practices in improving the overall health of South Africans. Moreover, this study was conducted. This study aimed to understand the indigenous perspectives of the meaning and treatment modalities of dysmenorrhea among Batlokwa women. Purposive and snowball sampling was used to select participants. The findings were used to develop strategies to empower Batlokwa women with dysmenorrhea knowledge. This study was premised on a conviction that Batlokwa women have a unique perspective on dysmenorrhea meaning and treatment modalities based on their ethnicity background. The study was conducted in two phases. Phase 1 was the empirical phase which was qualitative and was divided into two parts to address the first two objectives of the study. The population for Phase 1 constituted of the Batlokwa Traditional Health Practitioners (THPs) and Indigenous Knowledge Holders (IKHs). In part one modified photovoice approach was used to collect data in four different stages: • • Stage 1 – brainstorming and photograph taking training • • Stage 2 – taking photographs • • Stage 3 – Individual interviews • Stage 4 – modified Lekgotla discussion Data analysis for part one followed steps of photovoice data analysis guided by questioning the acronym “PHOTO” (Hussey 2006). The process involved photograph selection, contextualising and codifying. Photovoice enabled Batlokwa women (Traditional Health Practitioners and Indigenous Knowledge Holders) to share indigenous dysmenorrhea knowledge. Photographs taken by the participants were used to understand their perspectives regarding the meaning and treatment modalities of dysmenorrhea. Part two used in-depth interviews to collect data from women. In-depth interviews were conducted with different women to enhance the knowledge gained from the photovoice study. It was also to capture additional information that should have been missed during the photovoice study. Content data analysis was used in part two to provide detailed guidance for the coding process and analysis. The Africana Womanism theory was used as a framework to guide the study process and discussion of the findings and was grounded within critical realism worldview. This provided means to follow a systematic structure of understanding how the indigenous dysmenorrhea knowledge surfaced and maintained within the Batlokwa ethnicity. Five major themes were identified: holistic understanding of dysmenorrhea meaning; self-naming and definition of dysmenorrhea; diagnostic processes in indigenous health care practices; treatment modalities of dysmenorrhea; roles of THPs and IKHs in treatment and prevention of dysmenorrhea. Phase 2 addressed the third objective, which developed strategies to empower Batlokwa women with dysmenorrhea knowledge. Experts from indigenous knowledge holders, traditional health practitioners, health and education sectors. To reach consensus, a modified Lekgotla discussion utilising an expert panel reviewed items for importance, clarity, applicability, validity and reliability, with items subsequently amended or removed as such clear strategies which apply to the demographic group was developed to empower Batlokwa women with dysmenorrhea knowledge / Thesis (PhD (Nursing))--University of Pretoria, 2020. / Nursing Science / PhD (Nursing) / Unrestricted

Abstract in English / The number of studies focused on the digital preservation of indigenous knowledge has been growing steadily over the years. Despite the growth in this area of research, there is still a lack of information technology tools that preserve and disseminate indigenous knowledge. Indigenous knowledge has been highlighted as an area that can advance sustainable development, and its preservation is therefore of the utmost importance. Indigenous knowledge is mostly present within older generations, and if it is not preserved, this knowledge will die with its custodians. African communities rely heavily on indigenous medicine. A digital platform needs to be explored that can preserve practices relating to these medicines for future generations. Since indigenous knowledge is dynamic and is constantly evolving, there is a need to explore a digital tool that can highlight this dynamic nature. Current methods of preserving indigenous knowledge of medicinal plants were found to be less than effective and marred by constraints such as space and time. The main objective of this study was therefore to develop a model that could be used to guide the design of a new e-learning system aimed at facilitating the preservation of indigenous knowledge of Namibia’s medicinal plants. In this study, e-learning technology was used to determine the requirements for presenting indigenous knowledge of Namibia’s medicinal plants in such a way as to ensure that individuals can internalise and preserve this knowledge. An interpretivist qualitative approach was followed. Data was collected by conducting a literature review and carrying out a survey. A prototype e-learning system was developed and evaluated based on the collected data. It was found that preserving indigenous knowledge of medicinal plants through e-learning would require, among other things, engagement with the relevant knowledge custodians, leveraging multimedia, and offering content in indigenous languages. / School of Computing / M.Sc. (Computing)

Published Article / Sometimes what is not in a text is more significant than what is. This paper examines a variety of texts to establish what is and is not present. The argument presented in this paper demonstrates that skewed perspectives, closed lenses, and distorted worldviews are powerful teachers. Appropriate perspectives and lenses can provide a worldview of complex and sophisticated thought, traditioned through memory, simultaneously stretching back into the past and drawing the past into the present…and pointing a way into the future. The paper examines a well-respected account of the 'Western Mind' and then demonstrates what is not in the text which could contribute to a fuller understanding of human civilization such as is present in the texts of peoples whose knowledge predates and/or precludes scribal alphabetic writing. The paper provides examples of such knowledges from societies which demonstrate sophisticated and complex thinking, both prior to 3000 BCE in theWest and in ancient and present day Africa. The paper demonstrates that the exclusion of evidence of complex and sophisticated thinking which predates or precludes scribal alphabetic writing presents a skewed understanding of the knowledge in such societies, and that Africa can learn from such exclusions to its benefit.