Leveraging Indigenous Perspectives to Enhance Sustainable Development Goals
Abstract
Indigenous knowledge systems, deeply rooted in centuries of cultural and ecological understanding, offer valuable insights for advancing the Sustainable Development Goals (SDGs). This study explores how integrating indigenous perspectives can enhance strategies and policies aimed at achieving sustainability. By examining case studies from various indigenous communities worldwide, the research highlights how traditional practices contribute to environmental conservation, community resilience, and social equity. The study also addresses the challenges of incorporating indigenous knowledge into mainstream development agendas, including issues of representation, respect for traditional practices, and the need for collaborative frameworks. The findings underscore the potential of leveraging indigenous wisdom to create more inclusive and effective approaches to sustainable development, ultimately fostering a more holistic and equitable pursuit of the SDGs.
Keywords
Indigenous Knowledge, Sustainable Development Goals, Traditional Practices, Environmental Conservation, Community ResilienceHow to Cite
References
Agrawal, A. (1995). Dismantling the divide between indigenous and scientific knowledge. Development and Change, 26, 413–439.
Agrawal, A. (2002). Indigenous knowledge and the politics of classification. International Social Science Journal, 54, 287–297.
Aikman, S. (2011). Education and indigenous justice in Africa. International Journal of Educational Development, 31, 15–22.
AIPP, IWGIA, FAO, & REGNSKOGFONDET. (2014). Shifting cultivation, livelihood and food security: New and old challenges for indigenous peoples in Asia. Retrieved from http://www.iwgia.org/iwgia_files_publications_files/0694_AIPPShifting_cultivation_livelihoodfood_security.pdf
AIPP, IWGIA, & SDC. (2012). Indigenous peoples and climate change adaptation in Asia. Asia Indigenous Peoples Pact. Retrieved from http://www.iwgia.org/iwgia_files_publications_files/0656_IPs_and_Climate_Change_Adaptation_in_Asia.pdf
AIPP, & NORAD. (2015). Recognition of indigenous peoples’ customary land rights in Asia. Retrieved from http://aippnet.org/wp-content/uploads/2015/07/iva.aippnet.org_wp-content_uploads_2015_07_CLR-AIPP-Corrected-2.pdf
Azevedo Luíndia, L. (2008). Ecoturismo de pueblos indígenas: Propuestassostenibles. La Paz: Fondo para el Desarrollo de los Pueblos Indígenas de América Latina y el Caribe.
Barkin, D. (2001). Participacióncomunitaria para el manejosustentable de recursos rurales. Sociedades Rurales, Producción y Medio Ambiente, 2, 61–71.
Barnhardt, R. (2008). Creating a place for indigenous knowledge in education. In D. A. Gruenewald & G. A. Smith (Eds.), Place-based education in the global age: Local diversity (pp. 113–133). New York: Psychology Press.
Barnhardt, R., &Kawagley, A. O. (2005). Indigenous knowledge systems and Alaska native ways of knowing. Anthropology and Education Quarterly, 36, 8–23.
Bates, P. (2009). Learning and Inuit knowledge in Nunavut, Canada. In UNESCO (Ed.), Learning and knowing in indigenous societies today (pp. 95–105). Paris: UNESCO.
Batibo, H. (2009). Transmitting indigenous knowledge through the school curriculum in a diminishing biocultural environment: The case of Botswana. In UNESCO (Ed.), Learning and knowing in indigenous societies today (pp. 87–93). Paris: UNESCO.
Copyright (c) 2024 Alicia Bretscher (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
