An Indigenous Academic Perspective to Preserving and Promoting Indigenous Knowledge and Traditions: A Fiji Case Study

Ali, Wahab

doi:10.1017/jie.2016.25

Cited by 6 publications

(3 citation statements)

References 11 publications

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“…Students prefer the relationship as an essential aspect of learning, making them understand each other's values and beliefs. In one study W. Ali (2016) concludes that students' culture is linked to their identity, who they are and what they stand for. Most Pasifika parents' communities indicate a strong desire not only to engage with and succeed in the mainstream culture but also to maintain their own cultural identity (Fletcher et al, 2009).…”

Section: Why and How Cles Was Modified?mentioning

confidence: 99%

Weaving CLES-FS and talanoa to capture Fijian student's science learnings: Exploring possibilities

Chand

Sahrma²,

Taylor³

2021

WJE

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This study seeks to explain how a modified Constructivist Learning Environment Survey (CLES) was implemented together with talanoa to explore Fijian students' perceptions of a constructivist learning environment in the science classroom in New Zealand secondary schools. The modified CLES, called CLES-FS, was developed explicitly for Fijian students in the New Zealand secondary schooling context. The adapted CLES-FS instrument included five components of constructivist learning: relationship and identity, familiar context, talanoa, critical voice and shared control. The inclusion of talanoa within the CLES-survey tool has not been done before to collect data from iTaukei (Indigenous) and Fijian-Indian students. The implication of using talanoa alongside CLES-FS has provided the unfolding of possibilities when weaving together qualitative as well as quantitative data. As an emerging Pacific researcher, the exploration exercise is essential learning that helps make sense of what it means to engage in research, particularly within the post-Covid context.

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Section: Why and How Cles Was Modified?mentioning

confidence: 99%

Weaving CLES-FS and talanoa to capture Fijian student's science learnings: Exploring possibilities

Chand

Sahrma²,

Taylor³

2021

WJE

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“…In a case study at the University of Fiji, Ali (2016) emphasized the importance of establishing a Native Studies Center to preserve Fiji’s beliefs, arts and cultures. Performing a semi-structured interview with the university students and staff who were themselves natives Fiji residents, he showed that the establishment of a small, native studies center, not only could affect students’ perceptions of their native culture and knowledge, but also facilitate the learning of new sciences through native knowledge and culture, and it had a significant role in promoting and maintaining traditional cultures and norms.…”

Section: Literature Reviewmentioning

confidence: 99%

The role of rural libraries in preserving the indigenous knowledge of rural residents

Forutnani

Nowkarizi

Kiani

et al. 2018

WJSTSD

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Purpose The purpose of this paper is to investigate the potential or actual role of rural libraries in preserving indigenous knowledge (IK) of the rural residents in South Khorasan province. Design/methodology/approach The study, based on a qualitative research, was carried out by employing the grounded theory method. Data were collected by semi-structured interviews from the research sample population which included 20 rural males, 10 rural females, 8 librarians and 3 well-informed regional IK specialists. The validity of the research was confirmed by peer evaluation, compounded by detailed thorough explanations and external reviewers’ reaffirmations. Findings The rural residents of the South Khorasan villages across the province, after having realized the vitality of carrying out this project, were fully motivated and cooperative to provide indigenous knowledge. On the basis of the results from the rural libraries, due to being the solitary knowledge center in the area, these libraries could actively participate in preserving the knowledge and contribute toward the documentation of the indigenous knowledge. This required motivating librarians and increasing their professional, technical, research and verbal skills. The results of the study indicated that, even if the rural libraries of the South Khorasan province did not participate in documentation, preservation, and promotion of the IK and opt for the present form of non-participation, due to their inherent nature, they could become a focal point and play an indispensable role in achieving the objectives by aiding and leading the process at country level and become a focal point for the new generations of rural inhabitants to enlighten themselves and become fully aware of the value of the ancestral knowledge. Originality/value Hitherto, none of the researchers in Iran has covered the role of the libraries in general and rural libraries in particular in preserving the indigenous knowledge.

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“…Before I pursue this argument any further, the reader is advised about the different definitions offered about the word Indigenous. For example, Ali (2017) defines Indigenous peoples as those who were living in a region before the arrival of Europeans, and Walsh (2005) states they are the native people of a place. In this vein, Indigenous refers to those who have lived in a place for a long time and have developed apropos worldviews as a consequence of that, such as First Nations of Canada, Aborigines of Australia and New Zealand, and the Bakhtiari, Lor, and Kurdish peoples of Iran.…”

Section: Introductionmentioning

confidence: 99%

Challenges of Non-Indigenous Researchers in Indigenous Contexts

2023

CJESS

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Indigenous peoples have been historically othered by non-Indigenous researchers who used to devalue their ways of being, undermine their worldviews, and send their children to residential schools to be deculturated from their Indigeneity. As a result, a mistrust has been created among Indigenous communities towards non-Indigenous research and its lack of consent from their participants. This, however, has been changing, and researchers increasingly explore other ways of knowing in higher education and establish their research from the lens of their Indigenous participants. Although it is the right path to take, there are challenges that non-Indigenous scholars encounter when they conduct research in such contexts. This paper aims to highlight such challenges and groups them under research methodologies, worldviews, and participants in the hopes of helping like-minded researchers keen on exploring other ways of knowing.

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An Indigenous Academic Perspective to Preserving and Promoting Indigenous Knowledge and Traditions: A Fiji Case Study

Cited by 6 publications

References 11 publications

Weaving CLES-FS and talanoa to capture Fijian student's science learnings: Exploring possibilities

Weaving CLES-FS and talanoa to capture Fijian student's science learnings: Exploring possibilities

The role of rural libraries in preserving the indigenous knowledge of rural residents

Challenges of Non-Indigenous Researchers in Indigenous Contexts

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