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This text explores the multidisciplinary context of African Indigenous Knowledge Systems from scholars and scholar activists committed to the interrogation, production, articulation, dissemination and general development of endogenous and indigenous modes of intellectual activity and praxis. The work reinforces the demand for the decolonization of the academy and makes the case for a paradigmatic shift in content, subject matter and curriculum in institutions in Africa and elsewhere – with a view to challenging and rejecting disinformation and intellectual servitude. Indigenous intellectual discourses related to diverse disciplines take center stage in this volume with a focus on education, mathematics, medicine, chemistry and engineering in their historical and contemporary context.

Ethnoscience -- Africa. --- Indigenous peoples -- Education -- Africa. --- Education --- Social Sciences --- Education - General --- Indigenous peoples --- Ethnoscience --- Indigenous knowledge systems --- Traditional knowledge systems (Ethnology) --- Aboriginal peoples --- Aborigines --- Indigenous populations --- Native peoples --- Native races --- Education. --- Education, general. --- Adivasis --- Ethnology --- Science --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training

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The continent of Africa is richly endowed with diverse cultures, a body of indigenous knowledge and technologies. These bodies of knowledge and technologies that are indeed embodied in the diverse African cultures are as old as humankind. From time immemorial, they have been used to solve socio-economic, political, health, and environmental problems, and to respond to the development needs of Africans. Yet with the advent of colonialism and Western scientism, these African cultures, knowledges, and technologies have been despised and relegated to the periphery, to the detriment of the self-reliant development of Africans. It is out of this observation and realisation that this book was born. The book is an exploration of the practical problems resulting from Africa's encounter with Euro-colonialism, a reflection of the nexus between indigenous knowledge, culture, and development, and indeed a call for the revival and reinstitution of indigenous knowledge, not as a challenge to Western science, but a complementary form of knowledge necessary to steer and promote sustainable development in Africa and beyond. This is a valuable book for policy makers, institutional planners, practitioners and students of social anthropology, education, political and social ecology, and development, African and heritage studies.

Sustainable development --- Ethnoecology --- Traditional ecological knowledge --- Indigenous peoples --- Human ecology --- Indigenous ecological knowledge --- Indigenous environmental knowledge --- T.E.K. (Traditional ecological knowledge) --- TEK (Traditional ecological knowledge) --- Traditional environmental knowledge --- Ethnoscience --- Experiential learning --- Biopiracy --- Ecology --- Democratization --- Aboriginal peoples --- Aborigines --- Adivasis --- Indigenous populations --- Native peoples --- Native races --- Ethnology --- Democratic consolidation --- Democratic transition --- Political science --- New democracies --- Ghana --- Economic policy.

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"The answers to scientific questions depend on who's asking, because the questions asked and the answers sought reflect the cultural values and orientations of the questioner. These values and orientations are most often those of Western science. In Who's Asking?, Douglas Medin and Megan Bang argue that despite the widely held view that science is objective, value-neutral, and acultural, scientists do not shed their cultures at the laboratory or classroom door; their practices reflect their values, belief systems, and worldviews. Medin and Bang argue further that scientist diversity -- the participation of researchers and educators with different cultural orientations -- provides new perspectives and leads to more effective science and better science education. Medin and Bang compare Native American and European American orientations toward the natural world and apply these findings to science education. The European American model, they find, sees humans as separated from nature; the Native American model sees humans as part of a natural ecosystem. Medin and Bang then report on the development of ecologically oriented and community-based science education programs on the Menominee reservation in Wisconsin and at the American Indian Center of Chicago. Medin and Bang's novel argument for scientist diversity also has important implications for questions of minority underrepresentation in science."

Political philosophy. Social philosophy --- Philosophy of science --- Ethnology. Cultural anthropology --- Indians --- Indian philosophy. --- Science --- Ethnoscience. --- Science. --- Philosophy. --- Study and teaching. --- Education. --- Social aspects. --- Political aspects. --- Multi-User. --- COGNITIVE SCIENCES/Psychology/Cognitive Psychology --- EDUCATION/General --- SCIENCE, TECHNOLOGY & SOCIETY/General --- Natural science --- Natural sciences --- Science of science --- Sciences --- Science and society --- Sociology of science --- Science education --- Scientific education --- Indigenous knowledge systems --- Traditional knowledge systems (Ethnology) --- Ethnology --- Normal science --- Philosophy, Indian --- Philosophy --- Aborigines, American --- American aborigines --- American Indians --- Amerindians --- Amerinds --- Pre-Columbian Indians --- Precolumbian Indians --- Indigenous peoples --- Civilization --- Indians of North America --- Indigenous philosophy.

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This volume addresses recent and ongoing ethnobotanical studies in the Balkans. The book focuses on elaborating the relevance of such studies for future initiatives in this region, both in terms of sustainable and peaceful (trans-regional, trans-cultural) rural development. A multi-disciplinary viewpoint is utilized, with an incorporation of historical, ethnographic, linguistic, biological, nutritional and medical perspectives. The book is also authored by recognized scholars, who in the last decade have extensively researched the Balkan traditional knowledge systems as they pertain to perceptions of the natural world and especially plants. Ethnobotany and Biocultural Diversities in the Balkans is the first ethnobotany book on one of the most biologically and culturally diverse regions of the world and is a valuable resource for both scholars and students interested in the field of ethnobotany.

Ethnobotany --- Traditional medicine --- Wild plants, Edible --- Traditional ecological knowledge --- Indigenous ecological knowledge --- Indigenous environmental knowledge --- T.E.K. (Traditional ecological knowledge) --- TEK (Traditional ecological knowledge) --- Traditional environmental knowledge --- Ethnoscience --- Experiential learning --- Biopiracy --- Indigenous peoples --- Edible native plants --- Edible weeds --- Edible wild plants --- Native edible plants --- Native plants, Edible --- Weeds, Edible --- Wild edible plants --- Wild food plants --- Wild plants as food --- Plants, Edible --- Ethnic medicine --- Ethnomedicine --- Folk medicine --- Home cures --- Home medicine --- Home remedies --- Indigenous medicine --- Medical folklore --- Medicine, Primitive --- Primitive medicine --- Surgery, Primitive --- Alternative medicine --- Folklore --- Medical anthropology --- Ethnopharmacology --- Ethnobiology --- Plants --- Human-plant relationships --- Ecology --- Botany. --- Biodiversity. --- Biological models. --- Plant Sciences. --- Systems Biology. --- Models, Biological --- Biological diversification --- Biological diversity --- Biotic diversity --- Diversification, Biological --- Diversity, Biological --- Biology --- Biocomplexity --- Ecological heterogeneity --- Numbers of species --- Botanical science --- Phytobiology --- Phytography --- Phytology --- Plant biology --- Plant science --- Natural history --- Plant science. --- Systems biology. --- Computational biology --- Bioinformatics --- Biological systems --- Molecular biology --- Floristic botany