This book discusses the vital importance of including indigenous knowledges in the sustainable development agenda. In the wake of colonialism and imperialism, dialogue between indigenous knowledges and Western epistemology has broken down time and again. However, in recent decades the broader indigenous struggle for rights and recognition has led to a better understanding of indigenous knowledges, and in 2015 the Sustainable Development Goals (SDGs) outlined the importance of indigenous engagement in contributing to the implementation of the agenda. Drawing on experiences and field work from Africa, Asia, Latin America and Europe, Indigenous Knowledges and the Sustainable Development Agenda brings together authors who explore social, educational, institutional and ecological sustainability in relation to indigenous knowledges. In doing so, this book provides a comprehensive understanding of the concept of "sustainability", at both national and international levels, from a range of diverse perspectives. As the decolonizing debate gathers pace within mainstream academic discourse, this book offers an important contribution to scholars across development studies, environmental studies, education, and political ecology.

Contributed papers presented at the Conference.

Through a multi-sited qualitative study of three Kenyan secondary schools in rural Taita Hills and urban Nairobi, the volume explores the ways the dichotomy between “Western” and “indigenous” knowledge operates in Kenyan education. In particular, it examines views on natural sciences expressed by the students, teachers, the state’s curricula documents, and schools’ exam-oriented pedagogical approaches. O’Hern and Nozaki question state and local education policies and practices as they relate to natural science subjects such as agriculture, biology, and geography and their dismissal of indigenous knowledge about environment, nature, and sustainable development. They suggest the need to develop critical postcolonial curriculum policies and practices of science education to overcome knowledge-oriented binaries, emphasize sustainable development, and address the problems of inequality, the center and periphery divide, and social, cultural, and environmental injustices in Kenya and, by implication, elsewhere. “In an era of environmental crisis and devastation, education that supports sustainability and survival of our planet is needed. Within a broader sociopolitical context of post-colonialism and globalization, this volume points out possibilities and challenges to achieve such an education. The authors propose a critical, postcolonial approach that acknowledges the contextual and situational production of all knowledge, and that de-dichotomizes indigenous from ‘Western’ scientific knowledge.” Eric (Rico) Gutstein, Professor, Curriculum and Instruction, University of Illinois at Chicago (USA)

Indigenous peoples are responsible for most of the world's cultural and biological diversity. The primary purpose of this document is to alert the conservation and development communities to the value and importance of involving indigenous peoples in national and other strategies for sustainable development

Master's Thesis from the year 2016 in the subject Literature - Africa, , language: English, abstract: This study reveals that Fágúnwà, in his five novels, consciously adresses the issue of sustainable development through the use of indigenous knowledge. Fágúnwà, for instance, emphasises the utilisation of the Yorùbá indigenous knowledge, such as its medicine and health care, the indigenous corpus of folktales and fables, the indigenous technology among others, for sustainable development. His inclusion of the moonlight tales in his novels is a weapon for sustainable development by inculcating the right virtues in the children and ensuring the subsistence of their indigenous culture. This will help the children to become good future leaders and members of the community. He encourages subsistence farming by all households in order to reduce hunger, unemployment and to inculcate hard work in the children. This will lead to sustainable development of self-reliance in every family. Fágúnwà also espouses relationship with neighbouring and far away towns in order to acquire more knowledge for sustainable development. He supports voyage to gain knowledge on administration, management and peaceful existence. Àkàrà Ògùn, Olówó-aiyé, Ìrèké and Àdìtú all embark on expeditions to sustain their communities. These, among others, are Fágúnwà’s ways of projecting sustainable development through the Yorùbá indigenous knowledge. Hence, this study concludes that Fágúnwà’s novels, through its reflection of the Yorùbá indigenous knowledge, project sustainable development. This means the Yorùbá indigenous knowledge if well employed will aid sustainable development. Therefore, the focus of this study on the reflection of indigenous knowledge and sustainable development in Fágúnwà novels, is believed, will instigate scholars to study more on the concept of indigenous knowledge, its significance and relevance to sustainable development.

Indigenous knowledges are the subject of much discussion and debate in many contemporary academic fields. This is no less true in the fields of education and development studies—two fields with long histories of interaction with indigenous knowledges and peoples. Yet, despite this similar level of interest and interaction, there has yet to emerge a book that draws together the two fields as they interact with and learn from indigenous epistemologies.

A major issue globally revolves around the urgent need to reshape our education system, aligning it with the ambitious Sustainable Development Goals (SDGs) set to transform the world by 2030. These goals, comprising 17 distinct objectives and 169 targets, form an ambitious agenda that seeks to recalibrate the global landscape across social, economic, and environmental dimensions. Inclusivity and Indigeneity in Education for Sustainable Development stands as a catalyst for fostering dialogue on the interconnected realms of education, indigeneity, and sustainable development. It explores the relationships between these pillars and offers a comprehensive understanding of their transformative potential. The book emphasizes the essence of inclusivity, echoing the 'No one left behind' SDG agenda, which goes beyond mere academic discourse to foster fairness and justice. Additionally, it delves into the invaluable resource of indigenous knowledge, transmitted orally across generations, and its profound connection to sustainable development. By advocating for a shift in education, the book calls for an approach that ensures no one is left behind in the teaching and learning process. This paradigm shift is envisioned as a broad civilizational project, connecting with marginalized communities and tapping into their distinct cultural resources for crafting resilient and sustainable strategies.