 | 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 |
Promoting the use of IK in Venezuela
Venezuela
Trujillo is an agricultural state in a pre-Andean region of Venezuela. Most farms in the region are small and poor in resources. The main crops include corn, plantain, cassava, sugar cane, and pineapple. Some farmers keep dual purpose cattle for milk and meat. Among other problems, land degradation has led to a considerable decline in yields.
Researchers and extensionists at the local research station are used to working on their own when it comes to setting research agendas and carrying out experiments. Farmer participation is seldom sought. Local knowledge is ignored.
In 1992 an attempt was made to convince these researchers and extensionists to incorporate the study and application of IK as part of their daily routine. A 10-day workshop, spread over 10 weeks, covered the theoretical bases for IK and gave a chance for hands-on experience. This workshop, carried out by staff from the Center for Tropical Alternative Agriculture and Sustainable Development at the University of the Andes was not successful. However, some lessons were learned concerning IK promotion:
- Institutions should, as part of their philosophy, forge partnerships with farmers and farm families.- Do not assume that extensionists are sensitive to IK issues.
- Do not spend too much time talking about IK related issues. The best way to learn is through hands-on experience—by listening to, learning from, and sharing with farmers and farm families.
- Break an old habit. Organize sessions where extensionists are required to listen to and learn from farmers. Perhaps this will prompt a change in attitude and in time lead to true partnership between extensionists and farmers.
- Be patient. Changes in behaviors and attitudes do not occur overnight. Bear in mind that some traditional extensionists feel threatened by the IK approach.
More specifically, the IK workshop failed because:
- Too much time was spent trying to explain IK in holistic terms. The institution is commodity oriented, not people oriented. Specialists were expected to devote all their efforts to their assigned crop.
- The culture of collaboration among institutions is weak. Some participants showed positive attitudes, but there were many who felt that working with IK was the University's job.
Compiled by Consuelo Quiroz, Versik (For address see Addresses.)
|
|