Indigenous Knowledge Systems in Igbo Traditional Agriculture
Indigenous Knowledge Systems in Igbo Traditional Agriculture

Author: Francis O. C. Nwonwu

Publisher: AuthorHouse

Published: 2011-08

Total Pages: 366

ISBN-13: 1467895423

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The book documents the intricate and diverse use of indigenous knowledge systems (IKS) in the yam and coco yam-based traditional farming systems of Igbo people in southeastern Nigeria. It highlights the significance of IKS in optimal and sustainable resource use in farming activities. It shows the role of IKS in the selection of planting and breeding materials; cultivation, tending, and harvesting of crops as well as in the protection, marketing and consumption of crops, animals and their products. The book elucidates the intricate web of inter-relationships between the farming system and the daily lives and livelihood of Igbo people by interrogating the pellucid synergy between their sociocultural and socioeconomic aspirations and the exigencies of the farming system.

Indigenous Knowledge Systems
Indigenous Knowledge Systems

Author: Dennis M. Warren

Publisher: Technology and Social Change Program

Published: 1989

Total Pages: 202

ISBN-13:

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This volume contains a selection of papers written for two conferences: "Changing values and attitudes of agricultural research and extension towards indigenous agricultural knowledge systems" in Amsterdam, 1988 and "Indigenous knowledge systems: implications for agriculture and international knowledge systems" in Washington, 1988

African Science Education
African Science Education

Author: Jamaine Abidogun

Publisher: Routledge

Published: 2018-03-15

Total Pages: 343

ISBN-13: 1351668994

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Based on interrogation and review of historical and current cultural and indigenous knowledge combined with extensive curriculum and classroom analysis, this book identifies how indigenous science gender roles may be utilized to provide a more gender balanced and indigenous centered learning experience. The book argues for the integration of African indigenous science into the secondary school curriculum as a way to strengthen students’ science comprehension by affirming their society’s science contributions, making clear connections between Indigenous and Western science, and also as a way to promote female representation in the sciences. This book will be of interest to scholars and practitioners of science education, African education, and indigenous knowledge.