Why the interest in indigenous knowledge?
National education systems, at a global policy level, are seen as a critical building block in fostering positive attitudes about human rights, equitable resource management and development, and the preservation of the Earth’s diversity. But, in the past, Western-based education has also been criticised for dismissing and attempting to supplant IK. It is therefore worth asking why these systems now want to incorporate aspects of IK into their curricula. Those involved in Western science and technology are beginning to recognise the value of IK in terms of gaining an insight into managing ecological sustainability and resource biodiversity. And in one sense, indigenous peoples might welcome this interest as a chance to preserve their knowledge systems and securing acknowledgement of their rights under international legal protocols. On the other hand, many are suspicious of non-indigenous business people, scientists, teachers and government officers — whether foreign or local — trying to
