Indigenous Knowledge

Permanent URI for this collectionhttps://knowledgedemocracydspace.com/handle/123456789/1072

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Subject: search.filters.subject.SDG 13: Climate Action

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    The future begins today: Nature as teacher in environmental adult popular education
    (Elsevier, 1997) Hall, Budd L; Clover, Darlena E
    The future begins today is a review of the importance and role of learning, specifically environmental adult and popular education, in working with communities and community-based organizations on planning, organizing and revisioning life from an ecological perspective. The authors report on their work based at the Transformative Learning Centre in Toronto, Canada which explores the role of nature as both teacher and site of learning. Theoretical and practical illustrations are included. All education, up to our present moment, has never countenanced the possibility of planetary destruction from the destruction of the life-support system. This viability of planetary existence was never an issue for educators because it was not, until now, part of our cultural understanding. (Hall and O'Sullivan, Transformative Learning: Contexts and Practices, 1994) The human enterprise cannot be separated from the natural world even in our minds because no such separation exists in nature.(Wackernagel and Rees, Our Ecological Footprint, 1995).
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    “Knowledge was always systematized”: Community-based participatory research case studies focused on understanding community and/or indigenous knowledge used to address climate change issues and develop climate resiliency
    (UNESCO Chair, 2025-02-24) DECODE
    This working paper is about DECODE's approach to community-based participatory research on climate resiliency. It examines six case studies from Malaysia, India, Uganda, Colombia, the Arctic, and Western Canada, looking at how community and Indigenous knowledge is being used to address climate change. Each case study follows a four-step research cycle of partner engagement, data collection, sharing and analysis, and knowledge mobilization, guided by a knowledge democracy framework. Preliminary findings are organized around two areas: what the case studies reveal about research processes, and what they reveal about community knowledge cultures, including trust-building, women's leadership, capacity building, and co-governance. It closes by outlining ten key messages emerging from the case studies, offered for further review and discussion on how academic and community knowledge systems can work together to support climate resilience.