Acknowledging Indigenous Knowledge: Voices of Tropical Forest People (Urbanization, Industrialization, and the Environment)

Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
Foreword
Preface
Acknowledgments
Author Biography
Chapter 1 Acknowledging Indigenous Knowledge: Introduction
	1.1 Introduction: Indigenous Knowledge
	1.2 Methods, Case Studies, and Framework
	1.3 Indigenous Knowledge from a Multistakeholder Contrarian Perspective
		1.3.1 Non-Governmental Organization
		1.3.2 Philanthropy
		1.3.3 Government Officials (From Ministries of Forests and Agriculture)
		1.3.4 Artists – Indigenous Radio
		1.3.5 Academicians (From Higher Education Institutions)
	1.4 Motivation for This Book
	1.5 Decolonization Roads to the Way Forward
	References
Chapter 2 ‘Nature-Based Knowledge’ Aligning Science and Wisdom
	2.1 Introduction
	2.2 Nature-Based Knowledge: Analytical Framework
	2.3 Indigenous Peoples Living in and Around Forests: Unity and Diversity
		2.3.1 Environmental Defenders
		2.3.2 Forest Tenure
		2.3.3 Climate Adaptation
	References
Chapter 3 Extractive Industries Mining Way in Indigenous and Local Communities
	3.1 Introduction
	3.2 Ethics, Methods, and Data Collection
	3.3 Case Studies
		3.3.1 Peru | Madre de Dios
		3.3.2 Colombia | Popayan
		3.3.3 India | Chhattisgarh
	3.4 Discussion and Conclusions
	Note
	References
Chapter 4 Food as Commodity – ‘Super’ Food Insecurity of Indigenous Peoples: Analysis from Asia, Africa, and Latin America
	4.1 Introduction: Farms to Fingers
		4.1.1 Acknowledging Indigenous Food Systems Knowledge: A Conceptual Framework
	4.2 The Study Area and Data Collection Method
	4.3 Case Studies
		4.3.1 Ladakhis, India
		4.3.2 Orang Rimba, Indonesia
		4.3.3 Batwas, Uganda
		4.3.4 Quechua, Bolivia
	4.4 Discussion
		4.4.1 Freedom to Farm
		4.4.2 Transition Toward ‘Just Commons’ Food System
	4.5 Conclusions and Recommendations
	References
Chapter 5 Pastoralists, Nomadic Movements, and Identity in Tropical Grasslands
	5.1 Introduction: Pastoral Nomadic Tribes
	5.2 The Study Area and Data Collection Methods
	5.3 Case Studies: Maldharis, India and Bahima, Uganda
		5.3.1 Maldharis, India
		5.3.2 Bahima, Uganda
	5.4 Discussion
	5.5 Conclusion and Recommendations
	Acknowledgments
	Notes
	References
Chapter 6 Factory Schools: Erasing Children’s Indigenous Knowledge and Languages
	6.1 Introduction
	6.2 Trend in Non-Indigenous Education System and Language Mainstreaming
	6.3 Case Studies: Lai and Warli Tribe from India, Huaoranis of Ecuadorian Amazon, and Uro Indigenous Peoples of Bolivia
		6.3.1 Huaoranis of Ecuadorian Amazon, Tena
		6.3.2 Uro Indigenous Peoples of Bolivia (Andes)
		6.3.3 Lai Tribe of Mizoram, India’s Northeast Region
		6.3.4 Warli Tribe of Maharashtra, India’s Western Region
	6.4 Discussion
	6.5 Conclusions and Recommendations
	References
Chapter 7 Indigenous Peoples and Wildlife Coexistence in Tropical Mountains: Socio-Cultural Impact
	7.1 Introduction
		7.1.1 Definitions
	7.2 The Study Area and Research Methodology
	7.3 Case Studies: The Nature of Human-Wildlife Coexistence
		7.3.1 Ladakh’s Changtang Tibetan Plateau, India
		7.3.2 Sierra Nevada de Santa Marta, Colombia
		7.3.3 Annapurna Conservation Reserve, Nepal
	7.4 Discussion: Listening to Indigenous Voices Indigenous Peoples and Their Wildlife Coexistence
	7.5 Conclusions with Research and Policy Recommendations
		7.5.1 Recommendations for Key Multi-stakeholder Groups
		7.5.2 Indigenous Peoples and Local Communities
		7.5.3 Media and Communication Organization
		7.5.4 Civil Societies
		7.5.5 Government Authorities
	References
Chapter 8 Communicating the Art of Bridging Indigenous Knowledge with Science and Policy
	8.1 Introduction
		8.1.1 What is Communication Science?
	8.2 Communicating Indigenous Knowledge: Eurocentrism and Decolonization
	8.3 How Science Communication Influencing Policy?
		8.3.1 Methodology
		8.3.2 Asia: India and Nepal
		8.3.3 East Africa: Kenya and Uganda
		8.3.4 Latin America: Colombia, Peru, and Mexico
	8.4 Art of Bridging Western Science and Indigenous Knowledge
	References
Index