Orientador: Renato Eugênio da Silva Diniz / Resumo: Este estudo teve como objetivo investigar os fundamentos sócio-históricos e culturais dos saberes práticos sociais do homem amazônico, e buscou identificar suas diferentes formas de viver cotidianamente, verificando se esses saberes estão sendo aproveitados no ensino escolar de ciências dessa comunidade e se contribuem para subsidiar uma proposta pedagógica de ensino de ciências na Escola, enraizado na cultura amazônica. O referido estudo teve como “lócus” observacional da pesquisa a Comunidade do Cajueiro, entreposto pesqueiro situado na Ilha do Mosqueiro, uma das trinta e nove (39) ilhas que circundam a cidade de Belém, capital do Estado do Pará. Na realização da pesquisa foi empregado um conjunto de procedimentos metodológicos, por meio dos quais aprofundamos nossos conhecimentos sobre as práticas sociais dos ribeirinhos, bem como dos sujeitos sociais envolvidos no processo educativo escolar da Comunidade, para que, a partir das ações que realizam em seu mundo de vida, pudéssemos analisar as relações dialéticas que as práticas cotidianas dos ribeirinhos estabelecem com o ensino de ciências na escola. Os resultados obtidos com esta investigação demonstraram que as práticas culturais dos ribeirinhos, seu modo de vida, assim como, suas experiências, não estão sendo aproveitadas pela Escola Pública da Comunidade, assinalando, que há um enorme desencontro entre a educação escolar e a educação não-formal dos ribeirinhos-narradores. Portanto, conclui-se que, além de um ensino de ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This study aimed to investigate the socio-historical and cultural foundations of the practical social knowledge of the Amazonian man, and sought to identify his different ways of living daily, verifying whether this knowledge is being used in the science school education of this community and whether it contributes to subsidize a pedagogical proposal for science teaching at the School, rooted in Amazonian culture. This study had as observational “locus” of the research the Cajueiro Community, a fishing warehouse located on the Mosqueiro Island, one of the thirty-nine (39) islands that surround the city of Belem, capital of the State of Pará. a set of methodological procedures was used, through which we deepened our knowledge about the social practices of the riverside residents, as well as the social subjects involved in the school's educational process in the Community, so that, based on the actions they carry out in their world of life, we could analyze the dialectical relations that the daily practices of the riverside people establish with science teaching at school. The results obtained with this investigation demonstrated that the cultural practices of the riverside inhabitants, their way of life, as well as their experiences, are not being used by the Public School of the Community, pointing out that there is a huge mismatch between school education and non-formal education. of the riverside narrators. Therefore, it is concluded that, in addition to teaching Science up... (Complete abstract click electronic access below) / Doutor

Thesis (MComm)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: This study analyses the extent to which the current intellectual property system is suited to the protection of traditional knowledge in the Western Cape. Employing a multidisciplinary approach that incorporates economic and legal theory as well as legal philosophy, this study argues that although advances in the fields of biotechnology has brought with it the need for greater intellectual property rights protection, the protection of traditional knowledge has largely been ignored. Traditional ethnobotanical knowledge holds immense economic value for both commercial entities seeking to develop products based on traditional knowledge as well as for the communities that possess such knowledge. Protecting traditional knowledge is necessary to ensure that the communities contributing their knowledge are recognized and compensated for such contributions. In order for a system to provide adequate protection for traditional knowledge it has to be consistent with and suited to the needs of traditional knowledge holders. This study therefore evaluates the prevailing system of knowledge protection as embodied in the intellectual property rights regime as a means of protecting traditional knowledge. The analysis reveals that the dominant justification for the existence ofIPRs is based on utilitarian considerations that promote IPRs as a necessary incentive encouraging innovative activity. This utilitarian justification also provides the basis for an economic justification for the existence of IPRs that suggests that the conferring of exclusive rights (in the form of IPRs) to innovators ensure that such innovators are able to recover their research costs and realize profits from their inventions. The IPR system as it exists is underpinned by these considerations and embedded in principles of individualism and private property. The WTO reinforces and promotes this approach to intellectual property in the TRIPs agreement by recognizing intellectual property as a 'trade related' issue. The inclusion of IPRs as a 'trade related' issue in the multilateral framework of the WTO reflects the interests of multinational corporations and developed nations who rely extensively on these mechanisms to maintain their power and wealth in an increasingly knowledge driven global economy. The exclusion of traditional knowledge within the TRIPs, coupled with the desire to extend patents to cover life forms is also indicative of this bias inherent in the system. South African intellectual property legislation is then applied to the traditional knowledge of an indigenous medicinal plant to test whether IPRs are able to provide adequate protection to traditional knowledge. In this regard it is found that patent protection, which could potentially provide the greatest form of protection for traditional knowledge is. not suited to the needs of traditional knowledge holders. Problems of identifying owners, determining inventors and novelty, time limited rights and costs all limits the potential of patents as a tool for protecting traditional knowledge. Similar constraints limit the potential of other categories of IPRs to provide protection for traditional knowledge. However, it was found that IPRs do provide a certain measure of defensive protection. The study therefore concludes that the IPR system as it exists, both in the international trade environment as well as at the national level, fails to adequately address the threat of appropriation and the concerns of traditional knowledge holders. Amending the IPR system and/or developing sui generis systems of protection are therefore necessary to ensure that the knowledge of communities are protected and such communities are able to benefit from the exploitation oftheir knowledge and resources. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie is om vas te stel in hoe 'n mate die huidige sisteem vir die beskerming van intellektuele eiendom geskik is vir die beskerming van tradisionele kennis in die Wes-Kaap. 'n Multidissiplinêre benadering, wat uit elemente van ekonomiese- en regsteorie sowel as regsfilosofie haal, is gevolg om te wys dat die beskerming van tradisionele kennis grootliks geïgnoreer is, alhoewel nuwe deurbrake in biotegnologie die behoefte skep vir groter bekerming van intellektuele eiendom. Tradisionele etnobotaniese kennis het geweldige ekonomiese waarde vir beide die kommersiële entiteite wat produkte uit sodanige kennis wil produseer sowel as vir tradisionele gemeenskappe aan wie die kennis behoort. Dus, indien sulke gemeenskappe voordeel wil trek uit hierdie kennis, is dit nodig dat hul bydraes erken moet word, en dat hulle daarvoor vergoed moet word. Sulke beskerming sal net doeltreffend wees indien dit aangepas is by die behoeftes van hierdie gemeenskappe. Dus word die huidige sisteem vir die beskerming van tradisionele kennis geevalueer in hierdie studie. Die ondersoek wys dat die sisteem vir die beskerming van intellektuele eiendom berus op die teoretiese basis van nutsmaksimering, waar die hoofdoel te vinde is in die bydrae wat dit kan maak tot ekonomiese welvaart deur middel van innovasie. In hierdie opsig word beskerming van intellektuele eiendom beskou as 'n manier waardeur die innoveerder sy navorsings- en ontwikkelingskostes kan delg en wins kan maak. Hierdie benadering word onderskryf deur die WTO in die TRIPS Ooreenkoms. In hierdie opsig word die belange van veral die ryk lande en die multinasionale maatskappye bevorder, 'n sleutelvoordeel in 'n wêreld waar kennis gepaardgaan met mag in die mark. Hierdie verskynsel word versterk deur die uitsluiting van tradisionele kennis van die TRIPS Ooreenkoms en die behoefte daaraan om patentregte uit te brei. Suid-Afrikaanse wetgewing oor intellektuele eiendom word vervolgens toegepas op die geval van tradisionele kennis oor 'n inheemse medisinale plant om te toets of intellektuele eiendomsreg genoegsame beskerming aan tradisionele kennis bied. Daar is gevind dat patentregte, wat potensieël die grootste mate van beskerming sou kon bied, nie gepas is in die geval van houers van tradisionele kennis nie. Probleme wat voorkom sluit in die identifisering van eienaars, innoveerders en innoverings, die tydsbeperking op regte, asook kosteoorwegings. Ander vorms van beskerming is aan soortgelyke kritiek onderhewig, alhoewel bevind is dat intellektuele eiendomsreg wel 'n mate van defensiewe beskerming bied. Die gevolgtrekking word dus gemaak dat die huidige vorms van beskerming vir intellektuele eiendomsreg, beide internasionaal sowel as in Suid-Afrika, nie die belange van die houers van tradisionele kennis beskerm nie. Dit is dus nodig om die huidige vorms aan te spreek, of om sui generis beskerming te ontwikkel om hiervoor te sorg.

This study is a meta-analysis of the transformation of the curriculum for basic education in South Africa. The integration of indigenous knowledge systems (IKSs) in the curriculum is one of the reconciliatory practices adopted in an effort to deal with the rights of indigenous people globally. The study analysed cases relating to IKSs and the curriculum in Canada for a case reference in juxtaposition with South Africa, in particular. Examples of cases drawn from elsewhere in the world have also been included briefly to justify the researcher’s claims for the urgent integration of IKSs into the curriculum, which complies with the human rights course of the rights of indigenous people. Cognitive imperialism – in the form of residential schools and their assimilation policies, which functioned in the context of an informal apartheid system as was the case in South Africa with Bantu education – has been an obstacle to transformation of the curriculum in the education system in Canada. However, the Canadian government of the day has been held to account for recognising the knowledge of the indigenous people (IP) of Canada. In South Africa, the curriculum continues to be characterised by the “mute” tendencies of perpetuating a colonial-type of curriculum, which is still being European in nature and is largely excluding African interests and cultural practices. The affirmation of the United Nations Organisation’s (UNO 2007) advocacy for recognising the rights of indigenous people by means of various international forums motivated a number of scholars globally to shift their attention to a research agenda on IP issues such as their IKSs in relation to education systems that should be transforming their curricular programmes. This study forms part of that indigenous research agenda by proposing that IKSs be integrated into the curriculum for basic education in South Africa, in response to the UNO’s declaration on crucial guidance to developing societies for transforming their education systems to include relevant curricula related to IP. The aim of this study is to explore ways in which the curriculum for basic education in South Africa can be transformed by, among other things, changing the paradigm of knowledge production through emerging concepts in developmental education and using, on the way to recovery, experiences of assimilation in the education system of South Africa, with reference to experiences from Canada, in particular, and elsewhere. An in-depth literature study relating to IKS perspectives of integration in the curriculum, and its implication for transformation in the basic education curriculum in South Africa, was done. The qualitative research approach was used and a cultural phenomenological design was used. Data were collected through a desk research, including pre-meta-analysis (PMA), meta-analysis (MA), in-depth desk research (IDR), and case studies (CSs). The collected data were investigated by means of a pre-meta-analysis, which demonstrated how the transdisciplinary approach can be used to immerse IKS in such a way that it may enable indigenous people to define their own perspectives instead of relying solely on Western research concepts of anthropology and history theorists, which have relegated IKSs to something “exotic”. The synthesis of data in this study “opened a window” to the researcher, which also assisted the researcher to understand the concept of “coming to knowing”1 as an antithesis of the language of conquest that is used in the hidden agenda of assimilation in a curriculum that continues to marginalise the representation of IKSs. The transformation of the curriculum in the education system of South Africa is a political initiative driven by government, by virtue of the establishment of the South African Chairs Initiative (SAChI) which has been entrusted with the task of developing education in the country in the different disciplines. One of the driving concepts of this particular chair, the South African Chair Initiative in Development Education (SAChI-DE), is the methodology of immersion that is based on the notion of “transformation by enlargement” (TbE). Using this methodology, the emergence of new concepts in transformative education is propagated, which, according to the findings of this study, may reverse the negative situation in which the indigenous worldviews is erased for indigenous learners (IL) throughout the world. The findings were used to invoke the attention of the Department of Basic Education (DBE), for them to consider validating the newly emerging concepts of the SAChI-DE, which can make a meaningful contribution to the guidelines for a suggested, Afriko-continuum curriculum for basic education at the foundation level. / Curriculum and Instructional Studies / Ph. D. (Education)

Thesis (M. Dev.) -- University of Limpopo, 2017 / There is a gap in the literature about the role and relevance of Indigenous Knowledge and beef cattle welfare in many parts of the Limpopo province. This gap is relevant because many marginalised cattle owners use indigenous knowledge in their day to day management of beef cattle. The aim of the study is to investigate the use of IK methods on beef cattle husbandry in Tshebela village in the Capricorn district of the Limpopo province as a contribution to filling the void identified above. The objectives of the study were as follows:  To investigate the IK methods used in beef cattle husbandry in the area of the study;  To assess if beef farmers use IK to identify medicinal plants to cure beef cattle;  To investigate farmers‘ perceptions and attitudes on the use of IKS on beef cattle husbandry in the area of study. A qualitative methodology that was used was primarily phenomenological in design. A purposive sampling technique was used and twenty seven (27) traditional beef farmers, two (2) local herbalists were recruited as participants. Data was collected through focus group discussions, key informant interviews, and observations. An interpretative phenomenological-based analysis was used to surface the role and relevance of indigenous knowledge in beef cattle husbandry. The findings suggest that indigenous knowledge is used by cattle owners alongside modern knowledge and that communal farming posed some challenges to the farmers

M.Ed. (Science Education) / South Africa is one of the global hotspots of both biological and ethnic diversity. Southern Africa is rich in angiosperm species, and the angiosperm species count is considered to be 21,817. The traditional medicinal systems of different cultural groups and their herbal, animal and mineral materia medica have ancient origins which may date back to Palaeolithic times. Indigenous knowledge (lK) and cultural practices in many areas of the country provide learners with a good "entry" into the scientific world. A true constructivist teacher will realise the importance of building new knowledge on learners' existing knowledge. This will show the learners how relevant science is to our daily lives. It might also open future career opportunities, and develop learners' entrepreneurial skills. This fact is acknowledged by the new curriculum (the National Curriculum Statement), and Life Sciences teachers are expected to infuse their teaching with indigenous knowledge. When these new policies were created, policy makers focused on the what of desired educational change, and unfortunately neglected the how (Rogan & Aldous, 2009). Teachers often have limited understanding of the curriculum changes. The textbooks used in class give little or even no proper information about indigenous knowledge. Whereas some textbooks still provide information on IK in the form of examples, hardly any attention is given to teaching strategies and practical work that can be done in the classroom. My study highlights the problem that many teachers simply ignore IK, due to their lack of Pedagogical Content Knowledge (PCK) in this regard, and the lack of guidance and support from the Department of Education. As many teachers were trained in the "old method" of teaching and not in the pedagogy prescribed by the National Curriculum Statement (NCS), many of them do not have specific knowledge about the indigenous knowledge that they need to impart to learners. Those who are fortunate enough to have sufficient knowledge of indigenous knowledge systems (IKS), often lack the pedagogy. Once again, we need to go back in history to understand why teachers find it so difficult to teach IK. In the apartheid era it was a taboo to mention traditional medicine in the classroom. Our traditional medicine was often replaced by Western medicine. Black South Africans were robbed of their identity. Under the Suppression of Witchcraft Act, indigenous belief systems were undermined and in most cases referred to as pagan (heathen) belief systems. As a result, indigenous belief systems were viewed as something that derails society. This study focuses on a number of issues related to the incorporation of indigenous knowledge in the classroom. One of the main concerns is teachers' pedagogical content knowledge (PCK). Two additional factors also make the introduction of indigenous knowledge difficult in the classroom: (a) the multicultural South African society (whose IK should be entertained?), and (b) the nature of science, and many teachers' perception that the introduction of IK would constitute pseudo-science. The question arises whether it is possible to introduce indigenous knowledge in a scientific way in the Life Sciences classroom. Is an IK focus compliant with the syntactical nature of Life Sciences, namely an emphasis on inquiry-based approaches? A second question arises: Are South African teachers able to teach IK in such a context? As mentioned above, many Life Sciences teachers find it difficult to follow heuristic approaches where learners engage with discovery learning making observations, formulating hypotheses, developing experimental designs, collecting and interpreting data, and making conclusions. Now, in addition to this challenge, teachers need to follow such a pedagogy to investigate indigenous knowledge claims. It is just so much easier for teachers to rely on "chalk and talk" approaches, as a study of Petersen (2010) reveals...

Arable crop production in Nkonkobe Municipality is low due to abandonment of potentially productive land and low productivity of the cultivated land. Little attention has been given to farmers perspectives with regards to crop production and land abandonment. Understanding the relationships of indigenous knowledge systems, where local approaches to soil classification, appraisal, use and management and land evaluation, and scientific approaches could be important for the effective use of available soil resources while avoiding those resources that are vulnerable to degradation. In addition, the interactions between soil factors and climate could be useful in understanding the erodibility of soils. The intergration of scientific research and indigenous knowledge systems could help in the identification and delineation of high potential land and on crop suitability evaluation. The objectives of the study were: (i) to determine farmers‟ perspectives with regards to land utilisation and abandonment, constraints on crop production and crop preferences, (ii) to integrate and compare indigenous knowledge systems with scientific approaches of soil classification and potential, (iii) to determine the effect of climate and soil factors on erodibilities of soils in the Municipality (iv) to delineate arable land and evaluate its suitability for maize, potato, sorghum and cowpea under rainfed agriculture. Using semi-structured and open-ended interviews, information on limitations to crop production, cropping preferences, indigenous soil classifications, cropping potential ratings and erosion was captured. Descriptive and correlation statistics were used to analyse farmers‟ responses. The information was later used for a pilot participatory mapping and the determination of the agricultural potential of the soils in three selected villages of the Municipality. Field boundaries of soil texture, colour, depth, and slope position were captured using global positioning systems (GPS). The relationship between the degree of erosion and soil and slope factors was analysed by step-wise regression. Crop suitability for rainfed agriculture was done using the FAO guidelines for Land evaluation for rainfed agriculture. The spatially referenced crop suitability classes were produced by applying the Law of Limiting Combinationusing GIS Boolean Logic. The major biophysical factors, affecting crop production and land utilisation were soil degradation and low and erratic rainfall, while other factors included lack of farming equipment and security concerns. Maize, spinach and cabbage were the main crops grown, with maize sorghum and wheat the most abandoned crops. While it was difficult to accurately correlate indigenous classification with international scientific classification, the importance of colour, texture and soil depth for both classification and soil potential, suggests that some form of correlation is possible which enabled communication and other extension information to be conveyed. The shallow and stony soil (urhete) correlated well with the Leptosols in World Reference Base (WRB) or Mispah and shallow Glenrosa soils in the South African system. The red structured clays (umhlaba obomvu) matched the Nitisols in WRB or Shortlands in the South African system. The non-swelling black clayey soils (umhlaba omnyama) matched soils with melanic A horizons in both the WRB and South African soil classification systems. The dongwe and santi soils developed in alluvial sediments belonged to the Dundee, Oakleaf or Augrabies soils in the South African classification system and fluvisols or Cambisols in the WRB system. There was good agreement between farmers assessment of the cropping potential and scientific approaches but scientifically high potential red soils were rated lowly by the farmers due to difficulties in management caused by shortages of farm machinery, especially under dryland farming. Overall, the soil factors affecting erosion were influenced largely by climate, while parent material was also important. Climate had a dominant influence on soil factors most notably fine sand and very fine sand fractions and exchangeable sodium percentage being more important on soil forms occurring in arid and semi-arid climate and less in the sub-humid and humid areas, where clay mineralogy, particularly kaolinite and sesquioxide dominated. Dolerite derived soils were the most stable and should be given the highest priority for cropping development while mudstone and shale derived soils had a lower cropping potential. While slope gradient and length had some effect on soil erosion in arid and semi arid environments its influence was generally overshadowed by soil factors especially in humid zones. Cow pea and sorghum were the most adapted crops in the region while potato and maize were marginally suitable under rainfed agriculture. The study revealed that most adapted crops were not necessarily the most preferred crops by the farmers. A small percentage of the land was delineated as arable and therefore optimisation of this available land should be prioritized.

M. Tech. (Department of Visual Arts and Design, Faculty of Human Sciences),Vaal University of Technology. / The sangoma cloth is one of the objects which the Zulu people use to utilised in terms of culture and tradition and still is significant amongst African diviners. Initially, sangomas (traditional healers/diviners) dressed in animal skin, but because of the lack or deficiency of the animal skin, the cloth substituted the skin. The cloth carries a wealth of sacred symbolism and meanings which have been constructed by the sangoma community to best fit or describe the symbolic meanings and the potencies embedded in them. However, such cultural artefacts and symbols change over time, and new ones emerge through cultural practice. Therefore, the tension between conserving the religious and sacred, on the one hand, and the emerging, context and contingency based development on the other leads to problems of acceptability, authorized use and sanctified adaptation. This project explores the symbolism in the meaning and function of the sangoma sacred cloth which forms part of the sangoma dress code. It sets out three sets of interwoven binaries or tensions. Firstly, it explores the tensions between the liminal of ritual practices, and the liminoid (following Turner 1969), so that the second set of tensions, namely between the sacred and the profane (or secular or the commodified) can be explored. This leads to the third set of tensions, namely between Indigenous Knowledge Systems on the one hand and a potential Global Knowledge System on the other. In this way the tensions in the use of the sangoma cloth was explored, to attempt to determine a system that would assist in defining at what moment and following what dynamics the symbology would move from one side of the set of tensions to the other. The artist/researcher worked together with a focus group of sangomas who are part of a nongovernmental organization are based in Sedibeng region. This study’s research methodology is a Practice-led research approach within the framework of qualitative research methodology in the Fine Arts. The first method of data collection included one-on-one interviews from which the data was analysed and from which the existing designs could be reworked into new ones. Following this, a series of design and artmaking processes were followed, where five original cloth designs were taken through six different redesign iterations. The third method was a focus group method where the focus group participants (consisting of the original sangoma community, but with a ritual to request insight from the ancestors/amadlozi and therefore their contributions) was employed to view the five sets of redesigned cloths, to attempt to establish the moment when the Indigenous Knowledge System and the sacred of the sangoma cloth enters the secular domain which forms part of Global Knowledge Systems. The research project offers one system or methodology which is based on comparison as presented by the community who claim originality, in that the community itself decide when something needs to be protected by IKS and when it may be allowed to move into a public, shared, domain. The findings of this project were done by the owners of the cloth which resulted in them stating that: to claim IKS, one has to make an inquiry with the community who owns it; one cannot claim an entire design as IKS due to the composition or design having individual elements which have distinct meanings; The element of colour plays a dominant role within the sangoma community; and finally, for this project a clear and powerful system of humanity was set out by the sangomas/amadlozi that the sacredness of the cloth lies with the human who wears or uses it, and not with the cloth itself.

Thesis (M. Tech.) - Central University of Technology, Free State, 2009 / The purpose of the study was to design and develop a prototype Indigenous Knowledge (IK) database that will be productive within a Knowledge Management (KM) framework specifically focused on IK. The need to develop a prototype IK database that can help standardise the work being done in the field of IK within South Africa has been established in the Indigenous Knowledge Systems (IKS) policy, which stated that “common standards would enable the integration of widely scattered and distributed references on IKS in a retrievable form. This would act as a bridge between indigenous and other knowledge systems” (IKS policy, 2004:33). In particular within the indigenous people’s organizations, holders of IK, whether individually or collectively, have a claim that their knowledge should not be exploited for elitist purposes without direct benefit to their empowerment and the improvement of their livelihoods. Establishing guidelines and a modus operandi (KM framework) are important, especially when working with communities. Researchers go into communities to gather their knowledge and never return to the communities with their results. The communities feel enraged and wronged. Creating an IK network can curb such behaviour or at least inform researchers/organisations that this behaviour is damaging. The importance of IK is that IK provides the basis for problem-solving strategies for local communities, especially the poor, which can help reduce poverty. IK is a key element of the “social capital” of the poor; their main asset to invest in the struggle for survival, to produce food, to provide shelter, or to achieve control of their own lives. It is closely intertwined with their livelihoods. Many aspects of KM and IK were discussed and a feasibility study for a KM framework was conducted to determine if any existing KM frameworks can work in an organisation that works with IK. Other factors that can influence IK are: guidelines for implementing a KM framework, information management, quality management, human factors/capital movement, leading role players in the field of IK, Intellectual Property Rights (IPR), ethics, guidelines for doing fieldwork, and a best plan for implementation. At this point, the focus changes from KM and IK to the prototype IK database and the technical design thereof. The focus is shifted to a more hands-on development by looking at the different data models and their underlying models. A well-designed database facilitates data management and becomes a valuable generator of information. A poorly designed database is likely to become a breeding ground for redundant data. The conceptual design stage used data modelling to create an abstract database structure that represents real-world objects in the most authentic way possible. The tools used to design the database are platform independent software; therefore the design can be implemented on many different platforms. An elementary prototype graphical user interface was designed in order to illustrate the database’s three main functions: adding new members, adding new IK records, and searching the IK database. The IK database design took cognisance of what is currently prevailing in South Africa and the rest of the world with respect to IK and database development. The development of the database was done in such a way as to establish a standard database design for IK systems in South Africa. The goal was to design and develop a database that can be disseminated to researchers/organisations working in the field of IK so that the use of a template database can assist work in the field. Consequently the work in the field will be collected in the same way and based on the same model. At a later stage, the databases could be interlinked and South Africa can have one large knowledge repository for IK.

ENGLISH ABSTRACT: In some contemporary discourses, a new dimension of knowledge is increasingly being recognised. Sustainable development is no longer the exclusive domain of western science and technology. There is a growing interest in the role that indigenous people and their communities can play in sustainable development. The integration of indigenous knowledge (IK) into formal school curricula, especially environmental education (EE), is seen as a key approach to making education relevant to rural students. This will also promote the intellectual diversity required to manage the scope, complexity and uncertainty of local and global environmental issues. This study is guided by constructivist approaches and postcolonial perspectives that recognise the differences between IK and western sciences but at the same time concerned with ways in which the two can work together. In particular, this study uses a qualitative case study of selected schools in the Northern part of Namibia to investigate how IK can be used to support EE in rural schools. The National (Namibian) Curriculum for Basic Education and the Life Science curriculum documents have been analysed, focusing specifically on how IK is coupled with EE at school level. The review of the curriculum documents revealed that IK is not only ignored and underutilised in schools, but also systematically undermined as a potential source of knowledge for development. The curriculum continues to reinforce western values at the expense of IK. To gain more insight into existing EE practices in schools and the role that local knowledge can play in school syllabi, six teachers, two advisory teachers and two traditional leaders were carefully selected and interviewed. The basis for this was to possibly challenge and address the needs that learners and their environment have. The participants in this study embraced the inclusion of IK in EE. However, the processes of combining IK with science may be constrained by challenges related to: teachers‟ attitudes, the design of the curriculum, and the way learner-centered education is conceptualised and practiced in schools. The study suggests that, to incorporate IK into EE effectively may require a shift away from the current strong subject-based, content-focused and examination driven EE curriculum. A cross-cultural Science Technology and Society (STS) curricula that includes a broad range of disciplines and provides a context within which all knowledge systems can be equitably compared and contribute to our understanding of the environment is proposed as an alternative curricula framework.

Dans ce mémoire nous étudions la possibilité de protéger les savoirs traditionnels contre les risques de l'appropriation illégitime/illégale, en utilisant les recours mis en place par le droit international économique, les droits de propriété intellectuelle, ou par une version adaptée de ceux-ci ou encore par des mécanismes sui generis. Il s'agit d'une réflexion soutenue par une recherche bibliographique sur un sujet mis à l'ordre du jour par l'essor de l'industrie biotechnologique, qui se place au carrefour du Droit environnemental international et du Droit économique international. Pour expliquer le phénomène de la biopiraterie des savoirs traditionnels et pour identifier les remèdes juridiques que l'on peut y apporter, le travail cherche à situer le développement de la biotechnologie et leur intérêt aux connaissances des communautés traditionnelles. Ensuite, nous discutons le cadre juridique du problème, en présentant les DPI, la DOB et l'ADPIC. L'étude pose la protection des savoirs traditionnels comme un problème à résoudre et adopte un problem-solving approach, en se donnant comme tâche d'analyser les solutions disponibles et de les évaluer en vue d'une réponse pratique. L'analyse prend comme cadre théorique les approches économiques, qui consistent dans l'application des concepts et des méthodologies économiques aux questions juridiques. L'application du dilemme du prisonnier à la problématique de la biopiraterie confirme que les DPI représentent la meilleure solution. Certains mécanismes prévus par l'ADPIC peuvent être utilisés à cette fin et d'autres peuvent être adaptés. Les clauses ADPIC-extra sont plus effectives que la protection nationale, mais pas assez effectives comme une protection multilatérale. Pour le futur, il serait convenable d'approfondir les analyses sur deux fronts: pousser l'évaluation des potentialités des mécanismes de protection par DPI, pour en sélectionner les plus adéquats au cas, et mieux établir le cadre où cette protection aura lieu et les mécanismes qui seront mis en oeuvre. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Biopiraterie, Savoirs traditionnels, Droit de propriété intellectuel, Coopération, Traité international.