萨义德以其独特的双重身份,对西方中心权力话语做了分析,通过对文学作品、演讲演说等文本的解读,将O rie n ta lis m——"东方学",做了三重释义:一门学科、一种思维方式和一种权力话语系统,对东方学权力话语做了系统的批判,同时将东方学放入空间维度对东方学文本做了细致的解读。

萨义德的“Orientalism”释义

Indigenous groups offer alternative knowledge and perspectives based on their own locally developed practices of resource use. We surveyed the international literature to focus on the role of Traditional Ecological Knowledge in monitoring, responding to, and managing ecosystem processes and functions, with special attention to ecological resilience. Case studies revealed that there exists a diversity of local or traditional practices for ecosystem management. These include multiple species management, resource rotation, succession management, landscape patchiness management, and other ways of responding to and managing pulses and ecological surprises. Social mechanisms behind these traditional practices include a number of adaptations for the generation, accumulation, and transmission of knowledge; the use of local institutions to provide leaders/stewards and rules for social regulation; mechanisms for cultural internalization of traditional practices; and the development of appropriate world views and cultural values. Some traditional knowledge and management systems were characterized by the use of local ecological knowledge to interpret and respond to feedbacks from the environment to guide the direction of resource management. These traditional systems had certain similarities to adaptive management with its emphasis on feedback learning, and its treatment of uncertainty and unpredictability intrinsic to all ecosystems.

http://wildrodopi.org/data/documents/Rediscovery-Traditional-Ecological=20Knowledge.pdf

Rediscovery of traditional ecological knowledge as adaptive management

The Wretched of the Earth

Enchantment and Disenchantment: The Role of Community in Natural Resource Conservation

Postmodernism, or, the Cultural Logic of Late Capitalism

This paper is an invitation critically to engage in the discussion of ‘Indigenous knowledges’ and the implication for academic decolonization. Among the issues raised are questions of the definition and operationalization of Indigenous knowledges and the challenges of pursuing such knowledge in the Western academy. The paper draws attention to some of the nuances, contradictions and contestations in affirming the place of Indigenous knowledges in the academy. It is pointed out that Indigenous knowledges do not ‘sit in pristine fashion’ outside of the effects of other knowledges. In particular, the paper brings new and complex readings to the term ‘Indigenous’, maintaining that different bodies of knowledge continually influence each other to show the dynamism of all knowledge systems. It is argued that when located in the Euro-American educational contexts, Indigenous knowledges can be fundamentally experientially based, non-universal, holistic and relational knowledges of ‘resistance’. In the discussion,...

/pdf/rethinking-the-role-of-indigenous-knowledges-in-the-academy-3ty105htcq.pdf

Rethinking the role of Indigenous knowledges in the academy

Updating Aboriginal traditions of knowledge / Marlene Brant Castellano -- Heart knowledge, blood memory, and the voice of the land: implications of research among Hawaiian elders / Leilani Holmes -- Indigenous knowledge : lessons from the elders- a Kenyan case study / Njoki Nathani Wane -- African development : the relevance and implications of 'indigenousness' / George J. Sefa Dei -- Oral Narratives as a site of resistance : indigenous knowledge, colonialism, and western discourse / Elizabeth McIsaac --The retention of knowledge of folkways as a basis for resistance / Patience Elabor-Idemudia -- Indigenous nations and the human genome diversity project / Sandra S. Awang -- Toward indigenous wholeness : feminist praxis in transformative learning on health and the environment / Dorothy Goldin Rosenberg -- Native studies and the academy / Joseph Couture -- Toward an embodied pedagogy : exploring health and the body through Chinese medicine / Roxana Ng -- Not so strange bedfellows : indigenous knowledge, literature studies, and African development / Handel Kashope Wright -- Breaking the educational silence : For Seven Generations, an information legacy of the Royal Commission on Aboriginal Peoples / Budd L. Hall -- Ayurveda : mother of indigenous health knowledge / Farah M. Shroff -- Partnership in practice : some reflections on the Aboriginal healing and wellness strategy / Suzanne Dudziak -- Peace research and African development : an indigenous African perspective / Thomas Mark Turay -- Mpambo, the African multiversity: a philosophy to rekindle the African spirit / Paul Wangoola.

Indigenous Knowledges in Global Contexts: Multiple Readings of Our World.

As many as one million untrained youths will enter the Canadian labour market by the year 2000. And yet, 60 per cent of jobs being created in Canada require at least a high school education. The drop-out rate is one of the most crucial issues that Canadian educators face. Traditionally, we have pinned dropping out on individual failure or specific situations such as pregnancy, substance abuse, and family troubles. The authors of this book suggest that the problem is more complex. Race, class, gender, and other forms of social difference can affect how education is delivered. For Black students, whose drop-out rate is disproportionately high, race is a key element in disengagement. The authors turn to the experiences of Black and non-Black students, teachers, parents, and community workers to try and reconstruct the social, structural, and institutional practices that lead Black youth to lose interest in and leave school. Based on a three-year study in the greater Toronto area, Reconstructing 'Dropout' establishes a new frame of reference for understanding the dilemma. It is a call for social action and transformation that should not be ignored by researchers, teachers, administrators, and the Black community at large.

Reconstructing 'Dropout': A Critical Ethnography of the Dynamics of Black Students' Disengagement from School

Societies, like families, have things they don't talk about. In Canada, the existence of oppression and intolerance is one such thing. The identities shared by most Canadians have been based on an image of tolerance, although franco-Quebeckers focus their self-image on comparisons to "les anglais," while anglo-Canadians compare themselves to the US that they suppose is less tolerant and more racist. Canada's "nice guy" reputation abroad has been shattered in recent years, however, by images of the police and the army laying seige to aboriginal communities and by our inability to restructure the federation to acknowledge the just aspirations of our peoples. Many of our institutions are racked with conflicts over how to deal with the needs of many diverse groups, conflicts too often fought out in the media or in scare-mongering texts that generate heat but not much light. By contrast, these four books provide badly needed tools to help us think seriously about difference, and several also outline concrete approaches to promoting constructive change.Montreal historian Lise Noel's landmark text Intolerance: A General Survey, published originally in French by Boreal, won the Governor-General's Award for NonFiction in 1989. Far too rarely are important non-fiction texts translated and re-published between the "two solitudes," so we must be grateful to McGill-Queen's University Press and to translator Arnold Bennett for making Noel's ideas available in such clear and eloquent English. Noel provides an interdisciplinary analysis of oppression in relation to six main parameters: age, race, class, gender, sexual orientation and physical and mental health. Her main focus is on the discourses of intolerance in relation to these variables as manifested in Canada, France, the US and the UK. Writing as a woman and a franco-Quebecker, her analysis provides insights about the general process of "othering" both in history (as for example, in the treatment of left-handed or "sinister" people) and in relationships between "Western" and "Third World" people.(f.1) Her text demonstrates how aspects of popular culture, academic theories, religious teachings and scientific precepts all contribute to "the discourse of intolerance [that] legitimizes relations of domination... [and] gives validity to the most brutal forms of oppression" (5).I found especially interesting the franco-Quebec and French sources used by Noel and her focus on the discourse of intolerance. It is different from the sociological and philosophical approaches that focus more on what is done than on what people think and say about it. These approaches are more common in anglophone countries. It also differs from empirical analyses of the mechanics of everyday acts of oppression.(f.2) For Noel, "Intolerance is the theory; domination and oppression are the practice"(5). Intolerance, then, is a way of knowing the world and she explores the discourses used to legitimize oppression and domination. Noel's identification of the common elements in different discourses of intolerance provides a useful template against which to explore how people think about difference in that the dominant discourse: first. always proclaims the superiority of the oppressor's identity over that of "the other"; second, defends this principle in the language of objectivity; third, claims universality for the relationships of dominance and subordination; and last, calls on other authorities by drafting expert opinion, the will of god and the antiquity of law, language and custom to support its claim. In the first half of her text, Noel focusses on the way of knowing the world represented by the dominator's intolerance. In the second half, she focusses on how, before they can act to gain some power over their lives, those dominated must struggle to re-invent ways of knowing that neither obliterate their presence nor blame them for their situation; that is, how they must "break the silence" by speaking about their experiences of oppression, alienation and marginalization. …

George J. Sefa Dei

Papers

Rethinking the role of Indigenous knowledges in the academy

Indigenous Knowledges in Global Contexts: Multiple Readings of Our World.

Reconstructing 'Dropout': A Critical Ethnography of the Dynamics of Black Students' Disengagement from School

Anti-Racism Education: Theory and Practice

Anti-Racism Education: Theory and Practice