Engaging indigenous knowledge(s) in research and practice by Sue, McGinty

“…This includes challenging the boundaries of the academy to include Indigenous knowledges and practices in thesis production (McGinty, Koo, & Saeidi, 2010). …”
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Preliminary observations on indigenous knowledge and the uses of natural resources in Banting and Padawan by Eva Kristin Larry Sait, Neilson Ilan Mersat, Wong, Swee Kiong

“…Through focus group discussions, indigenous knowledge on the various uses of identified natural resources is still available in these two communities. …”
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Protection of indigenous knowledge: mismatch between the convention on biological diversity and TRIPS agreement by Rohaida Nordin

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Metadata access to archival collections on Malay cultural heritage at ATMA: Architecture and proverbs by Supyan Hussin, Ding, Choo Ming, Kala Kuppusamy

“…The digital integration of materials that are rightly considered a part of Malay indigenous knowledge hopes to make it possible to retrieve them on the Internet quickly and effectively…”
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Probing the practicality of ethical school leadership amid socio-political and economic turmoil by Chingwanangwanana, Bernard, Kgari-Masondo, Maserole Christina

“…This paper proposes that ethical leadership be promoted in these schools through engaging the 'reusable past' from their African Indigenous Knowledge and additionally applying a multi-dimensional and multi-sectoral intervention strategy to bring sustainable and practical change.…”
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Nonformal education for indigenous community in Indonesia: an initial review by Saripudin, Didin

“…The study found that for the Naga Village people, the indigenous knowledge or local wisdom should be included in the school curriculum as part of an innovative move to develop the community. …”

Nexuses between knowledge and policy: China studies in Pakistani think tanks by Mahesar, Pervaiz Ali, Ngeow, Chow Bing, Rogers, Roy Anthony

“…This study revealed that indigenous knowledge produced in Pakistani think tanks, in particular, China Studies, have positively contributed to shaping Pakistan’s China policy.…”
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South African basic education system: colonial legacies in the curriculum design and a way forward by Rapanyane, Makhura B.

“…The research revealed four major important elements in decolonization of the school curriculum namely; history lesson, social justice and self-determination, formulation and execution of the protection of indigenous knowledge systems and promoting the significance of indigenous languages and use.…”
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Nonformal education for indigenous community in Indonesia: an initial review by Didin Saripudin

“…The study found that for the Naga Village people, the indigenous knowledge or local wisdom should be included in the school curriculum as part of an innovative move to develop the community. …”
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Exploring global decolonising projects and English studies in the 21st century : a thematic analysis by Jamaluddin Aziz, Fuzirah Hashim

“…The thematic analysis reveals three main themes which are privileging indigenous knowledge, a re-evaluation of the curriculum, and the questioning of the epistemology of knowledge itself, with the first two themes bookending the last theme. …”
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