Conservation Manager (Hluhluwe) Ezemvelo KwaZulu-Natal Wildlife General Manager (Zululand) Hluhluwe-Imfolozi Park Indigenous Knowledge. This participation can be in the form of allowing and encouraging communities adjacent to protected areas to contribute relevant Indigenous Knowledge (IK) for use by authorities of EKZNW.
ACKNOWLEDGEMENTS
PREFACE
Introduction
INTRODUCTION
The International Context
Indigenous knowledge has often been dismissed as unsystematic and unable to meet the productivity needs of the modern world. It is therefore fortunate to observe that global science has also recognized the relevance of indigenous knowledge.
Definition of Terms
Statements such as 'IK is dynamic and based on innovation, adaptation and experimentation' from About Indigenous Knowledge (2003) argue for the modernity of IK. While it is also true to a greater extent that IK is oral and rural in nature, it can be said that this point mainly concerns 'traditional' indigenous knowledge.
Background to the Study Aims and Objectives
- Aims
- Objectives
Literature such as Isilulu Solwazi Lwemvelo written by Gcumisa (1998) is an example of a systematic documentation of indigenous knowledge. There is therefore a need to strategically conserve biodiversity as well as indigenous knowledge practices and lifestyles that favor biodiversity conservation.
Research Questions
These questions are an attempt to find out whether the indigenous knowledge that people have can be useful for development projects or not. We will also know what it takes to access the indigenous knowledge that communities have.
Motivations and Choice of Study
Harnessing the indigenous knowledge that people have and incorporating it into a Western conservation approach can generate economic benefits for communities. The premise of the study was that there is a role for indigenous knowledge in Ezemvelo KZN Wildlife's development initiatives for communities around Hluhluwe Imfolozi Park.
Value of Study
Therefore, the findings will show how far and wide CCOs should go in search of local knowledge. These centers can be transformed into environmental education centers with indigenous knowledge centers run by EKZNW and communities.
Chapter Sequence
It discusses research selection, data collection methods and tools, sample size, and concludes with a discussion of study limitations and ethical considerations. The profile and indigenous knowledge of respondents from two traditional authorities (TAs) and the perceptions of EKZNW staff on indigenous knowledge and development at the HIP are discussed.
LITERATURE REVIEW AND CONCEPTUAL FRAMEWORK
- Literature Review
- Rural Area
- Rural Development
- Sustainable Development
- Indigenous Knowledge
- Linking Rural Development to Indigenous Knowledge
- History of Conservation in South Africa
- The Custodians of Biological Diversity in KZN 1 Legal Bases of Conservation in KZN
- Policies
- Conceptual Framework
Global society's adherence to harmful factors affecting the environment has resulted in the birth of the concept of sustainable development. It is a key element of the social capital of the poor, their most important asset to invest in.
BACKGROUND OF STUDY AREA
- Study Area
- Hluhluwe-Imfolozi Park Historical Background
- Reason for Selection of Study Area
- Location and Size
- Climatic Conditions
- Fauna and Flora
- Land Use
- Conclusion
Ezemvelo KZN Wildlife (EKZNW) and KwaZulu-Natal Conservation Services (KZNCS) were established in terms of the KwaZulu Nature Conservation Management Act NO.9 of 1997. The Minister appoints the members of the board as well as the Chief Executive Officer (CEO). . In terms of the KwaZulu Nature Conservation Management Act No.9 of 1997, EKZNW is responsible for the conservation of biological diversity in KwaZulu-Natal.
KwaZulu-Natal employs less than half of the potential workforce in the formal economy. One of the largest hunts was carried out by Inkosi Shaka ka in the area between the White and Black Rivers of Imfolozi (Figure 3.3). The presence of the fence has led to the reintroduction of some species into the reserve, such as lions, cheetahs, elephants and giraffes (Pooley and Player, 1995).
The study was conducted in the communities of Mpembeni and Mdletsheni Traditional Authorities (TAs), two of the ten TAS as shown in figure 3.1, adjacent to Hluhluwe-Imfolozi Park (HIP). For example, the numbers of the rare blue grebe have declined since the 1970s (Munster and Sandwith, 1998). Land use on the west side of the park is more traditional with subsistence farming on communal land.
RESEARCH METHODOLOGY
- Sampling and Sample Size
- Data Collection
- Interview Methods and Tools
- Procedure in the field with Communities
- Interviews with Ezemvelo KZN Wildlife Staff
- Observation as a Tool
- Life History
- Limitations of the Study
- Ethical Considerations
Given the nature of the sample and their background, it was decided that face-to-face interviews and the use of closed and open-ended questions combined a range of flexible and varied responses from the interviewees and was thus considered to be the most appropriate tool. well available to the researcher in terms of getting the right answers. These methods were chosen bearing in mind that the research would be conducted in a rural area where most of the respondents had no formality. This means that the meeting ensured that the researcher created a sense of participation, accountability and transparency between her and the research subjects and was not considered an "interferer".
This is the only interview the researcher conducted with a member of the community during office hours dressed in uniform in his capacity as an Ezemvelo KZN Wildlife official. Of the four interviews conducted, interviews A and B were actually conducted face to face, and the other two were conducted by telephone. Observation relies on optics as its main source of data collection and enhances the researcher's likelihood of identifying unforeseen problems (Sarantakos, 1993).
During interviews, the researcher was able to observe the spirit of ubuntu (humanity) and selflessness in the interviewees from the two communities. The researcher's presence in the area and her continuous interaction with individuals and groups were the basis of her observational methods used in the research process. All participants in the study were assured of absolute confidentiality and that the data derived from the study would be used exclusively for the purpose of the study.
FINDINGS AND DISCUSSION
- BACKGROUND INFORMATION OF THE COMMUNITY RESPONDENTS
- Length of stay in the area
- Source of income
- Level of Education
- Gender
- INFORMATION ON INDIGENOUS KNOWLEDGE AND DEVELOPMENT
- Ecological Understanding
- Indigenous Wildlife Management
- Indigenous Morality
- Indigenous Knowledge Transmission
- Communities' Attitudes towards Conservation
- VIEWS OF THE EKZNW STAFF 1 Management Level
- Access to Indigenous Knowledge by EKZNW
- Recognition of Indigenous Knowledge as Useful
- Role of EKZNW regarding Indigenous Knowledge
- Suggestions to Reposition EKZNW as a Catalyst of Change
- Conclusion
Results show that the majority of respondents can be a reliable source regarding indigenous knowledge regarding indigenous animals and plants endemic to HIP. Some of the respondents stated that they have more than one source of income, hence the numerical difference that appears on the table. It becomes clear that the majority of respondents indicated that they have different ways of obtaining more income in a variety of ways (hence the multiple responses recorded).
It became clear in the process of the study that no systems are in place to preserve such valuable knowledge that exists among the elders. This was decided, as it became clear in the process of analyzing the data that the vast majority of the answers obtained were very similar in nature. However, it emerged that there is a minor problem related to the transfer of this knowledge to the younger generations of the area's residents.
This was a reality readily accepted by the EKZNW managers interviewed as part of the study. A review of the above results derived from the empirical research shows that:. a) Most respondents have a very positive attitude towards conservation. Two of the interviewees, 50% of the sample population, stated that recognition of IK by EKZNW was evident when using:.
These answers and recommendations emerged in the interviews with the managers as they are knowledgeable and experienced, and understand the realities of the current situation. I would like to see local people with the most popular IQs be given the opportunity to use that knowledge for the benefit of the community and the park by having activities in the park.'
CONCLUSION AND RECOMMENDATIONS
- Reflections to the Study
- Conclusion
- Recommendations
- Summary
Regardless of the fact that the purpose and objectives of the study have been achieved, the researcher is of the opinion that more informative results would have been obtained and this is attributed to the following: It is highly likely that the other eight traditional communities bordering the Hluhluwe-Imfolozi Park have different attitudes and different indigenous knowledge of plants and animals. All or more than two communities should have been selected to be part of the sample.
It would have been useful to hear the communities' views on these issues. The use of the services of a guide during the fieldwork, who was from the community and subsequently a temporary employee of Ezemvelo KZN Wildlife, may have influenced responses. The strategy could include the creation of knowledge networks that would connect indigenous knowledge holders and curators with other counterparts struggling in similar situations in the SADC region.
The sustainable livelihood of the local population of the Hluhluwe-Imfolozi Border Park depends on the use of animal and floral products. Both men and women have a stock of indigenous knowledge that is undocumented and needs to be passed on to current and future generations. Integrating indigenous knowledge into conservation methods and programs can contribute to the socio-economic development of communities bordering Hluhluwe-Imfolozi Park.
The role of indigenous knowledge in/for environmental education: the case of a Nguni story in the school water action project. Matawanyika, JZZ et al (Eds.) (1995) Indigenous Knowledge Systems and Natural Resource Management in Southern Africa;. 1998) The Missing Link: Revitalizing Indigenous Knowledge Systems in Promoting Sustainable Natural Resource Management in South Africa.
Key Note Address for a Conference on Research and Promotion of Indigenous Knowledge Systems and Sustainable Natural Resources Management in Southern Africa. Paper presented at a regional workshop on Indigenous knowledge systems and natural resource management in Southern Africa: 20-22 April 1994. Indigenous Knowledge and Development Monitor, Volume 4, Issue Environmental Improvement of Schools in the Eastern Cape, South Africa:.
How does EKZNW not contribute to adding value to indigenous knowledge despite the stated purpose of the organization?. Can the indigenous knowledge of animals and plants held by these two communities play any role in biodiversity conservation? As a person in your position, have you tried to encourage the inclusion of indigenous knowledge in a development project funded by EKZNW? i) If yes, was it to other staff members or community members?.
