![]() | Recording and Using Indigenous Knowledge: A Manual (IIRR, 1996, 211 p.) |
![]() | ![]() | Part 1 Indigenous knowledge and development |
![]() | ![]() | (introduction...) |
![]() | ![]() | Introduction |
![]() | ![]() | How the manual was compiled |
![]() | ![]() | How to use the manual |
![]() | ![]() | What is indigenous knowledge? |
![]() | ![]() | Who knows what? |
![]() | ![]() | Characteristics of local systems |
![]() | ![]() | Why is indigenous knowledge useful? |
![]() | ![]() | Helping communities conserve their IK |
![]() | ![]() | Using indigenous knowledge in development |
![]() | ![]() | Recording IK in communities |
![]() | ![]() | Intellectual property rights |
![]() | ![]() | Part 2 Recording and assessment methodologies |
![]() | ![]() | Recording methods |
![]() | ![]() | (introduction...) |
![]() | ![]() | Sources and documentation of IK |
![]() | ![]() | Sample selection |
![]() | ![]() | How to draw a sample |
![]() | ![]() | Identifying indigenous specialists |
![]() | ![]() | Observation and interviewing |
![]() | ![]() | Case studies |
![]() | ![]() | Field observation |
![]() | ![]() | In-depth interviews |
![]() | ![]() | Interviewing |
![]() | ![]() | Participant observation |
![]() | ![]() | Participative technology analysis |
![]() | ![]() | Surveys |
![]() | ![]() | Working with groups |
![]() | ![]() | Brainstorming |
![]() | ![]() | Five questions |
![]() | ![]() | Games |
![]() | ![]() | Group discussions |
![]() | ![]() | Role play |
![]() | ![]() | Strengths and weaknesses |
![]() | ![]() | SWOT analysis |
![]() | ![]() | Village reflections |
![]() | ![]() | Village workshop |
![]() | ![]() | Using diagram |
![]() | ![]() | Flow chart |
![]() | ![]() | Historical comparison |
![]() | ![]() | Illustrations and diagrams |
![]() | ![]() | Mapping |
![]() | ![]() | Matrix |
![]() | ![]() | Modeling bioresource flows |
![]() | ![]() | Seasonal Pattern chart |
![]() | ![]() | Sorting and ranking |
![]() | ![]() | Taxonomies |
![]() | ![]() | Transect |
![]() | ![]() | Venn (or chapti) diagramming |
![]() | ![]() | Webbing |
![]() | ![]() | Audio-visual media |
![]() | ![]() | Cassette documentation |
![]() | ![]() | Participatory video |
![]() | ![]() | Photo/slide documentation |
![]() | ![]() | Part 3 Assessment of indigenous knowledge |
![]() | ![]() | Assessing IK |
![]() | ![]() | Criteria for assessing IK |
![]() | ![]() | Tapping assessment |
![]() | ![]() | Using western science methods to assess IK |
![]() | ![]() | Monitoring and evaluation |
![]() | ![]() | Part 4 Mini-case studies - How development can build on IK |
![]() | ![]() | Mini-case studies |
![]() | ![]() | Problem identification and prioritization in Kiko Rosa, Philippines |
![]() | ![]() | Community manged health in Pinagsanjaan, Philippines |
![]() | ![]() | Incorporation of local free species in an agroforestry project in Layong Mabilog Philippines |
![]() | ![]() | Local vegetable varieties for home gardening programs |
![]() | ![]() | Traditional animal dispersal schemes in Cavite, Philippines |
![]() | ![]() | Increasing food Production in Negros, Philippines |
![]() | ![]() | Overcoming labor shortages through indigenous mutual-help groups |
![]() | ![]() | Promoting the use of IK in Venezuela |
![]() | ![]() | Farmers' experiments in teak germination in Sri Lanka |
![]() | ![]() | Promoting an indigenous savings scheme in Ethiopia |
![]() | ![]() | Part 5 - Question guides |
![]() | ![]() | Question guides |
![]() | ![]() | Gender and indigenous knowledge |
![]() | ![]() | Farmer-to-farmer extension and farmer experimentation |
![]() | ![]() | Soil fertility |
![]() | ![]() | Cropping systems |
![]() | ![]() | Gardening |
![]() | ![]() | Agroforestry |
![]() | ![]() | Watershed management |
![]() | ![]() | Environment, natural resources. and biodiversity |
![]() | ![]() | Coastal resource s management |
![]() | ![]() | Aquaculture |
![]() | ![]() | Animal husbandry and healthcare |
![]() | ![]() | Food and nutrition |
![]() | ![]() | Reproductive health and family planning |
![]() | ![]() | Water and sanitation |
![]() | ![]() | Health financing schemes |
![]() | ![]() | Healthcare systems |
![]() | ![]() | Occupational health |
![]() | ![]() | Organizations and leadership |
![]() | ![]() | Credit and savings |
![]() | ![]() | Enterprise development |
![]() | ![]() | Communication |
![]() | ![]() | Part 6 - Resources |
![]() | ![]() | Abbreviations and definitions |
![]() | ![]() | References |
![]() | ![]() | Addresses |
![]() | ![]() | Project staff and contributors |
This section outlines general procedures and rules of conduct when recording IK in communities. It briefly lists sources and ways to document IK and provides details on methods that have been used for recording IK. The description of most methods is organized as follows:
- Definition- A brief characterization of the method.
- Purpose. General usefulness of the method, not necessarily regarding IK.
- Materials. Things needed when using the method.
- Possible approach. A step-by-step explanation of how the method can be used. To keep the manual short and avoid overlap, general procedures such as "seek permission from the community" or "introduce yourself are not repeated for each method. They are detailed in Recording IK in communities and are reiterated in some of the methods as reminders. The method Workshop outlines some principles of working with groups in communities.
- Value. Usefulness of the method for recording IK.
- Dos and don'ts. What to do and not to do when using the method.
- Modifications. Alternative approaches to or uses of the method.
- Notes or boxes. Additional explanations.
Sources are given only when the compilation of the method draws heavily on one or a few sources. When writers relied mainly on their field experience and backed the information up by consulting the various reference materials listed in the Reference section of this manual, no specific sources are cited.
There is no single approach for recording IK (see How to use the manual). Similarly, the steps outlined under Possible approach are not ready-to-use instructions, but just one of many possible ways a method can be used. The methods must be modified and combined to suit each field study. You must be creative and flexible to record and apply IK successfully.