Pub Date : 2009-06-01DOI: 10.4314/INDILINGA.V8I1.48245
L. Ntombana
This article discusses the role of Xhosa male initiation practice in the teaching of moral values and the part played by the amakhankatha (traditional guardians) in the practice. Xhosa male initiation is regarded as a rite of passage since it has a historic role in building up the moral lives of boys as they graduate to manhood. Amakhankatha are identified both from literature and the research findings as major role players in the teaching of the initiates. A shift in the approach to teaching moral values and in the practice of initiation has resulted in the death of many initiates as well as the misbehaviour of the amakrwala (new men). The author suggests that initiation practices should be redefined in order to play a positive role in building the moral fibre of Xhosa society, as it was intended in the past. As part of the solution to the problem the author suggests an informal curriculum in order to empower the amakhankatha, who will in turn teach the initiates. This curriculum comprises topics such as HIV and AIDS, crime, women abuse and what it means to be a responsible man.
{"title":"Xhosa male initiation and teaching of moral values: an exploration of the role of traditional guardians in teaching the initiates","authors":"L. Ntombana","doi":"10.4314/INDILINGA.V8I1.48245","DOIUrl":"https://doi.org/10.4314/INDILINGA.V8I1.48245","url":null,"abstract":"This article discusses the role of Xhosa male initiation practice in the teaching of moral values and the part played by the amakhankatha (traditional guardians) in the practice. Xhosa male initiation is regarded as a rite of passage since it has a historic role in building up the moral lives of boys as they graduate to manhood. Amakhankatha are identified both from literature and the research findings as major role players in the teaching of the initiates. A shift in the approach to teaching moral values and in the practice of initiation has resulted in the death of many initiates as well as the misbehaviour of the amakrwala (new men). The author suggests that initiation practices should be redefined in order to play a positive role in building the moral fibre of Xhosa society, as it was intended in the past. As part of the solution to the problem the author suggests an informal curriculum in order to empower the amakhankatha, who will in turn teach the initiates. This curriculum comprises topics such as HIV and AIDS, crime, women abuse and what it means to be a responsible man.","PeriodicalId":151323,"journal":{"name":"Indilinga: African Journal of Indigenous Knowledge Systems","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124566108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-06-01DOI: 10.4314/INDILINGA.V8I1.48258
P. Ngulube, E. Lwoga
This article addresses the extent to which information and communication technologies (ICTs) may be used to manage agricultural indigenous knowledge (IK) to alleviate extreme poverty and halve hunger in the rural areas of Tanzania. It also discusses ways that ICTs can be used to introduce exogenous knowledge into the local communities in order to reduce hunger and poverty. The advent of ICTs provides a window of opportunity for developing countries to harness and utilize IK to their advantage. Access to, and use of, ICTs provides new and faster ways of delivering and accessing information and knowledge that may improve productivity in a wide range of sectors, including agriculture. Access to information and knowledge may give Tanzania the possibility to reduce poverty and increase agricultural productivity. The rural population of Tanzania is not only deprived from accessing global knowledge on agriculture, but it also lacks opportunities to share its own IK. Research shows that the use of exogenous knowledge together with IK systems may improve farming activities. Recommendations are given on how IK may be effectively managed through ICTs in Tanzania
{"title":"Managing Agricultural Indigenous And Exogenous Knowledge Through Information And Communication Technologies For Poverty Reduction In Tanzania","authors":"P. Ngulube, E. Lwoga","doi":"10.4314/INDILINGA.V8I1.48258","DOIUrl":"https://doi.org/10.4314/INDILINGA.V8I1.48258","url":null,"abstract":"This article addresses the extent to which information and communication technologies (ICTs) may be used to manage agricultural indigenous knowledge (IK) to alleviate extreme poverty and halve hunger in the rural areas of Tanzania. It also discusses ways that ICTs can be used to introduce exogenous knowledge into the local communities in order to reduce hunger and poverty. The advent of ICTs provides a window of opportunity for developing countries to harness and utilize IK to their advantage. Access to, and use of, ICTs provides new and faster ways of delivering and accessing information and knowledge that may improve productivity in a wide range of sectors, including agriculture. Access to information and knowledge may give Tanzania the possibility to reduce poverty and increase agricultural productivity. The rural population of Tanzania is not only deprived from accessing global knowledge on agriculture, but it also lacks opportunities to share its own IK. Research shows that the use of exogenous knowledge together with IK systems may improve farming activities. Recommendations are given on how IK may be effectively managed through ICTs in Tanzania","PeriodicalId":151323,"journal":{"name":"Indilinga: African Journal of Indigenous Knowledge Systems","volume":"435 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132493870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-06-01DOI: 10.4314/INDILINGA.V8I1.48238
Jane Mufamadi
The article is based on the study which sought to investigate the role that African traditional healers can play in the care and management of HIV/AIDS. Ten traditional healers from the Vhavenda community in South Africa were interviewed to understand their perceptions and approaches to the management of HIV/AIDS. To triangulate, ten Western trained health care practitioners and eight HIV/AIDS patients were also interviewed to canvass their views on the role that traditional healers can play in the management of HIV/AIDS. The interviews were audio-taped, transcribed and translated into English. The protocols were analyzed using the grounded theory approach. It was found that traditional healers provide a client-centered and personalized health care management that is culturally appropriate and tailored to meet the needs and expectations of their patients. Some of the patients reported consulting traditional healers when presented with what they considered to be HIV/AIDS related symptoms. Western trained health care providers reported a willingness to collaborate with African traditional healers. However, the study also found that most traditional healers did not understand HIV/AIDS as they seemed to confuse this clinical condition with some sexually transmitted diseases. The cultural proximity of traditional healers may facilitate communication about the disease and related social issues.
{"title":"Cross Cultural Dilemmas In The Management Of HIV/AIDS: The Role Of African Traditional Healers","authors":"Jane Mufamadi","doi":"10.4314/INDILINGA.V8I1.48238","DOIUrl":"https://doi.org/10.4314/INDILINGA.V8I1.48238","url":null,"abstract":"The article is based on the study which sought to investigate the role that African traditional healers can play in the care and management of HIV/AIDS. Ten traditional healers from the Vhavenda community in South Africa were interviewed to understand their perceptions and approaches to the management of HIV/AIDS. To triangulate, ten Western trained health care practitioners and eight HIV/AIDS patients were also interviewed to canvass their views on the role that traditional healers can play in the management of HIV/AIDS. The interviews were audio-taped, transcribed and translated into English. The protocols were analyzed using the grounded theory approach. It was found that traditional healers provide a client-centered and personalized health care management that is culturally appropriate and tailored to meet the needs and expectations of their patients. Some of the patients reported consulting traditional healers when presented with what they considered to be HIV/AIDS related symptoms. Western trained health care providers reported a willingness to collaborate with African traditional healers. However, the study also found that most traditional healers did not understand HIV/AIDS as they seemed to confuse this clinical condition with some sexually transmitted diseases. The cultural proximity of traditional healers may facilitate communication about the disease and related social issues.","PeriodicalId":151323,"journal":{"name":"Indilinga: African Journal of Indigenous Knowledge Systems","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125195307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-06-01DOI: 10.4314/INDILINGA.V8I1.48243
T. Sodi
Calls for the recognition of indigenous healers have been made nationally and internationally in view of the positive role that these providers of alternative health care can play in the treatment of various forms of illness. In South Africa, the Draft Policy on African Traditional Medicine for South Africa lays the foundation on how collaboration between indigenous healers and modern health care providers could be realized. This article focuses on the healing methods that are used by indigenous healers in South Africa. An overview of the diagnostic methods and the therapeutic procedures used in the treatment of some illnesses and social dysfunctions is presented. Case studies are presented to illustrate how two indigenous healers interpret and treat “senyama” – a form of psychological dysfunction. Some psychological and public health explanations are advanced to understand this culturally defined health condition can be understood from the Western health perspective.
{"title":"Indigenous Healers’ Diagnostic And Treatment Methods For Some Illnesses And Social Dysfunctions","authors":"T. Sodi","doi":"10.4314/INDILINGA.V8I1.48243","DOIUrl":"https://doi.org/10.4314/INDILINGA.V8I1.48243","url":null,"abstract":"Calls for the recognition of indigenous healers have been made nationally and internationally in view of the positive role that these providers of alternative health care can play in the treatment of various forms of illness. In South Africa, the Draft Policy on African Traditional Medicine for South Africa lays the foundation on how collaboration between indigenous healers and modern health care providers could be realized. This article focuses on the healing methods that are used by indigenous healers in South Africa. An overview of the diagnostic methods and the therapeutic procedures used in the treatment of some illnesses and social dysfunctions is presented. Case studies are presented to illustrate how two indigenous healers interpret and treat “senyama” – a form of psychological dysfunction. Some psychological and public health explanations are advanced to understand this culturally defined health condition can be understood from the Western health perspective.","PeriodicalId":151323,"journal":{"name":"Indilinga: African Journal of Indigenous Knowledge Systems","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130456123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-02-26DOI: 10.4314/INDILINGA.V7I2.26433
J. Makhubele, Lulama Qalinga
Learners occupy a place of central concern in the modern-day society and need to be protected against health and social pathologies. Globalisation, democratisation and glorification of youth behaviour are some of the challenges facing the learners of the 21st Century. Learners are expected to learn to prepare for their full adult roles and responsibilities in society against the backdrop of large-scale socio-political and socio-economic developments, challenges and problems. Risk-taking behaviours such as substance abuse, risky sexual behaviour, stressful family circumstances, Eurocentric lifestyles, lack of respect for the elders, misinterpretation of human rights and violence continue to destroy and affect their lives. Keywords : Socio-cultural knowledge, life skills education, health and social pathologies and social work. Indilinga Vol. 7 (2) 2008: pp. 155-170
学习者在现代社会中占有中心地位，需要保护他们免受健康和社会疾病的侵害。全球化、民主化和美化青年行为是21世纪学习者面临的一些挑战。学习者应该学会在大规模的社会政治和社会经济发展、挑战和问题的背景下，为他们在社会中的完整成人角色和责任做好准备。滥用药物、危险的性行为、紧张的家庭环境、以欧洲为中心的生活方式、不尊重老人、误解人权和暴力等冒险行为继续破坏和影响着他们的生活。关键词:社会文化知识，生活技能教育，健康与社会病理，社会工作《印染》Vol. 7 (2) 2008: pp. 155-170
{"title":"Integrating Socio-Cultural Knowledge In Life Skills Education For The Prevention Of Health And Social Pathologies: A Social Work Perspective","authors":"J. Makhubele, Lulama Qalinga","doi":"10.4314/INDILINGA.V7I2.26433","DOIUrl":"https://doi.org/10.4314/INDILINGA.V7I2.26433","url":null,"abstract":"Learners occupy a place of central concern in the modern-day society and need to be protected against health and social pathologies. Globalisation, democratisation and\u0000glorification of youth behaviour are some of the challenges facing the learners of the 21st\u0000Century. Learners are expected to learn to prepare for their full adult roles and responsibilities in society against the backdrop of large-scale socio-political and socio-economic developments, challenges and problems. Risk-taking behaviours such as substance abuse, risky sexual behaviour, stressful family circumstances, Eurocentric lifestyles, lack of respect for the elders, misinterpretation of human rights and violence continue to destroy and affect their lives. Keywords : Socio-cultural knowledge, life skills education, health and social pathologies and social work. Indilinga Vol. 7 (2) 2008: pp. 155-170","PeriodicalId":151323,"journal":{"name":"Indilinga: African Journal of Indigenous Knowledge Systems","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127132598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-02-26DOI: 10.4314/INDILINGA.V7I2.26431
M. Stears
Curriculum 2005 (DoE, 1995) foregrounds indigenous knowledge systems as one of the themes that should be integrated across the curriculum. There is a move towards designing curricula that consider learners' cultural backgrounds, hence the emphasis on incorporating informal knowledge in the curriculum. This article reports on the nature of the knowledge produced by children when applying such an approach, thus raising questions around the nature of indigenous knowledge. The intention was to design a science module on a topic that learners identified as relevant. The method employed was to ask learners to write stories on the topic in an effort to determine what indigenous knowledge held with regard to the topic. While the stories contained examples of indigenous knowledge, the majority of experiences learners identified with was not indigenous knowledge in the traditional sense, but knowledge related to their personal circumstances. This raises the question whether poor socio-economic conditions lead to the erosion of indigenous knowledge held by the parents and grandparents of these children or whether the subculture of poverty has produced a new kind of indigenous knowledge? Keywords : Curriculum, cultural background, learner, science module, socioeconomic, indigenous knowledge, children's stories Indilinga Vol. 7 (2) 2008: pp. 132-140
《2005年课程》(DoE, 1995)将本土知识系统作为贯穿整个课程的主题之一。有一种趋势是在设计课程时考虑到学习者的文化背景，因此强调将非正式知识纳入课程。本文报告了儿童在应用这种方法时产生的知识的性质，从而提出了有关土著知识性质的问题。其目的是设计一个科学模块的主题，学习者认为是相关的。所采用的方法是要求学习者就该主题写故事，以努力确定土著知识与该主题有关。虽然这些故事包含了土著知识的例子，但学习者所认同的大多数经历并不是传统意义上的土著知识，而是与他们个人情况有关的知识。这就提出了一个问题，贫穷的社会经济条件是否导致了这些孩子的父母和祖父母所拥有的本土知识的侵蚀，或者贫穷的亚文化是否产生了一种新的本土知识?关键词:课程、文化背景、学习者、科学模块、社会经济、本土知识、儿童故事。《英迪林加》Vol. 7 (2) 2008: pp. 132-140
{"title":"Children's stories: what knowledge constitutes indigenous knowledge?","authors":"M. Stears","doi":"10.4314/INDILINGA.V7I2.26431","DOIUrl":"https://doi.org/10.4314/INDILINGA.V7I2.26431","url":null,"abstract":"Curriculum 2005 (DoE, 1995) foregrounds indigenous knowledge systems as one of the themes that should be integrated across the curriculum. There is a move towards designing curricula that consider learners' cultural backgrounds, hence the emphasis on incorporating informal knowledge in the curriculum. This article reports on the nature of the\u0000knowledge produced by children when applying such an approach, thus raising questions\u0000around the nature of indigenous knowledge. The intention was to design a science module\u0000on a topic that learners identified as relevant. The method employed was to ask learners\u0000to write stories on the topic in an effort to determine what indigenous knowledge held with\u0000regard to the topic. While the stories contained examples of indigenous knowledge, the\u0000majority of experiences learners identified with was not indigenous knowledge in the\u0000traditional sense, but knowledge related to their personal circumstances. This raises the\u0000question whether poor socio-economic conditions lead to the erosion of indigenous\u0000knowledge held by the parents and grandparents of these children or whether the subculture of poverty has produced a new kind of indigenous knowledge? Keywords : Curriculum, cultural background, learner, science module, socioeconomic,\u0000indigenous knowledge, children's stories Indilinga Vol. 7 (2) 2008: pp. 132-140","PeriodicalId":151323,"journal":{"name":"Indilinga: African Journal of Indigenous Knowledge Systems","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132068639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-02-26DOI: 10.4314/INDILINGA.V7I2.26438
Cable Moji, A. Hattingh
Within a constructivist approach to learning physics, prior knowledge had been found to underpin learning in a significant way - either as a hindering or helping factor. One key issue that accounts for effective learning of science in Africa has been the controversial status of prior knowledge that learners bring into the classroom. This article aims to continue the discussion along these lines but with the express objective to illustrate how physics teachers / lectures can draw on indigenous African knowledge as they teach concepts and introduce terminology and nomenclature in the physics curriculum.
{"title":"A Relevant Physics Curriculum: Tapping Indigenous African Knowledge Systems","authors":"Cable Moji, A. Hattingh","doi":"10.4314/INDILINGA.V7I2.26438","DOIUrl":"https://doi.org/10.4314/INDILINGA.V7I2.26438","url":null,"abstract":"Within a constructivist approach to learning physics, prior knowledge had been found to underpin learning in a significant way - either as a hindering or helping factor. One key issue that accounts for effective learning of science in Africa has been the controversial status of prior knowledge that learners bring into the classroom.\u0000This article aims to continue the discussion along these lines but with the express objective to illustrate how physics teachers / lectures can draw on indigenous African knowledge as they teach concepts and introduce terminology and nomenclature in the physics curriculum.","PeriodicalId":151323,"journal":{"name":"Indilinga: African Journal of Indigenous Knowledge Systems","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130736682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-02-26DOI: 10.4314/INDILINGA.V7I2.26434
B. V. Wyk
There have been concerns in recent years about drop-outs and matric pass rates in schools, and low through-put rates at higher education institutions in South Africa. I assume that these concerns relate to a perceived lack of, or inadequate, learning. Focusing on blacks in general or African learners and students in particular, these concerns however, failed to acknowledge the cultural dimension of learning. This article attempts to focus attention on a cultural dimension and argues that we need to explore the notion of the lifeworld, particularly the African lifeworld, in order to develop a deeper understanding of the unacceptable level of matric passes, drop-outs and through-put rates. Rasmussen (1998) argues that, for a variety of reasons, learning should be studied as a cultural phenomenon and I explore various types of learning cultures. Finally, I argue for transformative learning as a means to address concerns related to a perceived lack of learning Keywords : Learning, culture, lifeworld, African lifeworld, (higher) education, transformative learning. Indilinga Vol. 7 (2) 2008: pp. 171-181
近年来，人们一直担心南非学校的辍学率和及格率，以及高等教育机构的低完成率。我认为这些担忧与学习的缺乏或不足有关。然而，这些关注主要集中在黑人，特别是非洲学习者和学生身上，未能认识到学习的文化维度。本文试图将注意力集中在文化维度上，并认为我们需要探索生活世界的概念，特别是非洲的生活世界，以便更深入地了解不可接受的基准通过率，辍学率和成品率。Rasmussen(1998)认为，由于各种原因，学习应该作为一种文化现象来研究，我探索了各种类型的学习文化。最后，我主张将转型学习作为一种手段来解决与感知到的学习缺乏相关的问题。关键词:学习，文化，生活世界，非洲生活世界，(高等)教育，转型学习。印染工业Vol. 7 (2) 2008: pp. 171-181
{"title":"Learning and an African lifeworld in (higher) education","authors":"B. V. Wyk","doi":"10.4314/INDILINGA.V7I2.26434","DOIUrl":"https://doi.org/10.4314/INDILINGA.V7I2.26434","url":null,"abstract":"There have been concerns in recent years about drop-outs and matric pass rates in schools, and low through-put rates at higher education institutions in South Africa. I\u0000assume that these concerns relate to a perceived lack of, or inadequate, learning. Focusing\u0000on blacks in general or African learners and students in particular, these concerns\u0000however, failed to acknowledge the cultural dimension of learning. This article attempts to\u0000focus attention on a cultural dimension and argues that we need to explore the notion of\u0000the lifeworld, particularly the African lifeworld, in order to develop a deeper understanding\u0000of the unacceptable level of matric passes, drop-outs and through-put rates. Rasmussen\u0000(1998) argues that, for a variety of reasons, learning should be studied as a cultural\u0000phenomenon and I explore various types of learning cultures. Finally, I argue for transformative learning as a means to address concerns related to a perceived lack of learning Keywords : Learning, culture, lifeworld, African lifeworld, (higher) education, transformative learning. Indilinga Vol. 7 (2) 2008: pp. 171-181","PeriodicalId":151323,"journal":{"name":"Indilinga: African Journal of Indigenous Knowledge Systems","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117320199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-02-26DOI: 10.4314/INDILINGA.V7I2.26435
S. Siebert, S. Izidine, A. M. Zobolo
Licuati Forest Reserve in southern Mozambique safeguards a dry, tropical forest with many rare and endemic plant species, but it is also a sacred grove that holds the graves of the Santaca family who long served as the local traditional authority. Interviews with male elders of the tribe serve as the main source of information regarding local cultural beliefs and practices concerning the forest. Feedback contends that taboos and other local practices have been more important than state-based regulations in protecting the forest, particularly from charcoal production. The capacity of local measures to protect the sacred grove is limited, given the socio-economic and political status in the country. This has led to the involvement of government through conservation policy and law enforcement. However, such formal conservation measures are not sufficient, nor effective and a workable scheme based on the local indigenous knowledge system is proposed as a means to ensure the sustainable use of the forest in collaboration with governmental institutions. Keywords : Biodiversity, conservation, ethnobotany, indigenous knowledge, Licuati, Sand Forest, taboo, tribal authority. Indilinga Vol. 7 (2) 2008: pp. 182-197
{"title":"Threats to Ronga custodianship of a sacred grove in southern Mozambique","authors":"S. Siebert, S. Izidine, A. M. Zobolo","doi":"10.4314/INDILINGA.V7I2.26435","DOIUrl":"https://doi.org/10.4314/INDILINGA.V7I2.26435","url":null,"abstract":"Licuati Forest Reserve in southern Mozambique safeguards a dry, tropical forest with many rare and endemic plant species, but it is also a sacred grove that holds the graves of the Santaca family who long served as the local traditional authority. Interviews with male elders of the tribe serve as the main source of information regarding local cultural beliefs and practices concerning the forest. Feedback contends that taboos and other local\u0000practices have been more important than state-based regulations in protecting the forest,\u0000particularly from charcoal production. The capacity of local measures to protect the sacred\u0000grove is limited, given the socio-economic and political status in the country. This has led\u0000to the involvement of government through conservation policy and law enforcement.\u0000However, such formal conservation measures are not sufficient, nor effective and a\u0000workable scheme based on the local indigenous knowledge system is proposed as a\u0000means to ensure the sustainable use of the forest in collaboration with governmental\u0000institutions. Keywords : Biodiversity, conservation, ethnobotany, indigenous knowledge, Licuati, Sand Forest, taboo, tribal authority. Indilinga Vol. 7 (2) 2008: pp. 182-197","PeriodicalId":151323,"journal":{"name":"Indilinga: African Journal of Indigenous Knowledge Systems","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2009-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128796144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-02-26DOI: 10.4314/INDILINGA.V7I2.26432
M. Masoga, H. Kaya
Globalisation has had both negative and positive impact on the cultural heritage development and preservation in Africa. However, this article argues that African countries need not necessarily be disadvantaged by the unfolding globalisation process if they adopt developmental policies that are rooted in their own cultural heritage, including African Indigenous Knowledge Systems. They need to develop their own models of cultural and artistic development that are accessible and affordable to their local communities. African governments need to take their cultural heritage resources seriously as one of the domain in which they can remain competitive in the globalising world and contribute to “global civilisation”. This is based on the worldwide increasing global realisation that culture constitutes a fundamental dimension of the development process. It helps to strengthen the independence, sovereignty and identity of nations. Moreover, economic growth and development have frequently been conceived in quantitative terms, without taking into consideration their necessary qualitative dimensions, i.e. the satisfaction of man's spiritual and cultural aspirations. African scholars and heritage managers should push to make sustainable utilization of IKS for sustainable development the next global agenda after information technology. They need to maintain a delicate balance by thinking globally in an era when science and technology have shortened distance and united cultures, while at the same time stimulating the development of national and local agendas in relation to cultural and IKS policies. It is important that African countries first cooperate among themselves. This cooperation can only be meaningful if it begins with what is already there, i.e. in the form of existing traditions and customs, associated knowledge systems and technologies, arts and crafts. Through proper analysis and planning, these indigenous cultural potentialities could be revived and adapted to the demands of present day science and technology for sustainable development and local community livelihoods. Keywords : Globalisation, sustainable development, local communities, cultural heritage, science and technology. Indilinga Vol. 7 (2) 2008: pp. 141-153
全球化对非洲文化遗产的发展和保护既有积极的影响，也有消极的影响。然而，这篇文章认为，如果非洲国家采用植根于其自身文化遗产的发展政策，包括非洲土著知识系统，那么它们不一定会在正在展开的全球化进程中处于不利地位。他们需要发展自己的文化和艺术发展模式，使当地社区能够获得和负担得起。非洲政府需要认真对待他们的文化遗产资源，作为他们在全球化世界中保持竞争力并为“全球文明”做出贡献的领域之一。这是基于世界范围内越来越多的全球认识到文化是发展进程的一个基本方面。它有助于加强国家的独立、主权和认同。此外，经济增长和发展常常以数量来考虑，而没有考虑到其必要的质量方面，即满足人类的精神和文化愿望。非洲学者和遗产管理者应该推动可持续地利用IKS促进可持续发展，这是继信息技术之后的下一个全球议程。他们需要在科学技术缩短距离、统一文化的时代，从全球的角度思考，同时在文化和文化政策方面推动国家和地方议程的发展，从而保持微妙的平衡。非洲国家首先要相互合作。这种合作只有从已有的东西开始，即以现有的传统和习俗、相关的知识系统和技术、艺术和手工艺的形式开始，才有意义。通过适当的分析和规划，这些本土文化的潜力可以恢复并适应当今科学技术对可持续发展和当地社区生计的需求。关键词:全球化，可持续发展，地方社区，文化遗产，科学技术。《印染》Vol. 7 (2) 2008: pp. 141-153
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