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INDIGENOUS KNOWLEDGE SYSTEMS AND ETHNOMATHEMATICS Mogege Mosimege Department of Science and Technology Pretoria, South Africa [email protected] Presentation made in the Panel on ‘IKS and Ethnomathematics’ at the ICEM 3 Conference, Langham Hotel, Auckland, New Zealand, 13 February 2006. - PowerPoint PPT Presentation

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Page 1: LESSONS LEARNT FROM THE AUDIT
Page 2: LESSONS LEARNT FROM THE AUDIT

INDIGENOUS KNOWLEDGE SYSTEMS AND

ETHNOMATHEMATICSMogege Mosimege

Department of Science and TechnologyPretoria, South [email protected]

Presentation made in the Panel on ‘IKS and Ethnomathematics’ at the ICEM 3 Conference, Langham Hotel, Auckland, New Zealand, 13

February 2006

Page 3: LESSONS LEARNT FROM THE AUDIT

HISTORICAL DEVELOPMENTS WITH RESPECT TO INDIGENOUS KNOWLEDGE SYSTEMS (IKS) IN SOUTH AFRICA: AUDITS AND WORKSHOPS

1996: Meeting between Chairperson of Arts, Culture, Science and 1996: Meeting between Chairperson of Arts, Culture, Science and Technology Portfolio Committee and Council for Scientific and Industrial Technology Portfolio Committee and Council for Scientific and Industrial Research (CSIR) ExecutiveResearch (CSIR) Executive

October 1996 – January 1997: Pilot of Indigenous technologies Audit at October 1996 – January 1997: Pilot of Indigenous technologies Audit at University of The North (now University of Limpopo – Turfloop Campus)University of The North (now University of Limpopo – Turfloop Campus)

February 1997: Workshop at UNIN; Decision to conduct a national AuditFebruary 1997: Workshop at UNIN; Decision to conduct a national Audit March 1997 – December 1998: Audit conducted by following Universities (i) March 1997 – December 1998: Audit conducted by following Universities (i)

University of Venda (ii) University of North West (now the Mafikeng University of Venda (ii) University of North West (now the Mafikeng Campus of the North West University (iii) Vista University – Mamelodi Campus of the North West University (iii) Vista University – Mamelodi (now the Mamelodi Campus of the University of Pretoria) (iv) UNISA (v) (now the Mamelodi Campus of the University of Pretoria) (iv) UNISA (v) University of the North – Qwaqwa Campus (now Qwaqwa Campus of the University of the North – Qwaqwa Campus (now Qwaqwa Campus of the University of the Free State (vi) University of Zululand (vii) University of University of the Free State (vi) University of Zululand (vii) University of Transkei (now Walter Sisulu University) (viii) University of Fort HareTranskei (now Walter Sisulu University) (viii) University of Fort Hare

January – December 1998: Provincial Workshops conducted by each January – December 1998: Provincial Workshops conducted by each UniversityUniversity

First National Workshop on IKS at University of North West: September First National Workshop on IKS at University of North West: September 1998 (jointly organized by the Portfolio Committee, DACST, and the CSIR; 1998 (jointly organized by the Portfolio Committee, DACST, and the CSIR; Supported by other stakeholders)Supported by other stakeholders)

Page 4: LESSONS LEARNT FROM THE AUDIT

LESSONS LEARNT FROM THE AUDIT Extent and depth of knowledge of indigenous and local peopleExtent and depth of knowledge of indigenous and local people Marginalization of the knowledge and exclusion of the knowledge from Marginalization of the knowledge and exclusion of the knowledge from

the mainstreamthe mainstream Lack of recognition and acknowledgement of knowledge holdersLack of recognition and acknowledgement of knowledge holders Lack of protection of the knowledge, leading to exploitation and biopiracyLack of protection of the knowledge, leading to exploitation and biopiracy Misconceptions related to the knowledgeMisconceptions related to the knowledge Role of researchers and research methodologies cannot remain the same Role of researchers and research methodologies cannot remain the same

as in other areas of researchas in other areas of research Commitment by government, Science Councils, Universities, Traditional Commitment by government, Science Councils, Universities, Traditional

Leaders, Indigenous Knowledge Holders and other stakeholdersLeaders, Indigenous Knowledge Holders and other stakeholders International role players, especially the role of pharmaceuticals in International role players, especially the role of pharmaceuticals in

collaboration with national role playerscollaboration with national role players

Page 5: LESSONS LEARNT FROM THE AUDIT

IKS IN DEPARTMENT OF SCIENCE AND TECHNOLOGY (DST)

Establishment of Ministerial task team to Draft Establishment of Ministerial task team to Draft Legislation and Policy on IKS in 1999: Team headed by Legislation and Policy on IKS in 1999: Team headed by Prof Catherine Odora-Hoppers (based at the HSRC)Prof Catherine Odora-Hoppers (based at the HSRC)

Delegations by Task Team to India and China in 1999 – Delegations by Task Team to India and China in 1999 – 2000 to learn about IKS in the two countries2000 to learn about IKS in the two countries

Provision of ring-fenced funding to the NRF for Provision of ring-fenced funding to the NRF for research in IKS since 2000research in IKS since 2000

Establishment of Unit dedicated to IKS in the Science Establishment of Unit dedicated to IKS in the Science and Technology Branch of the Department of Arts, and Technology Branch of the Department of Arts, Culture Science and Technology in 2001 Culture Science and Technology in 2001

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IKS IN SOUTH AFRICA: THE NATIONAL RESEARCH FOUNDATION (NRF) Defines IKS as a complex set of knowledge and technologies Defines IKS as a complex set of knowledge and technologies

existing and developed around specific conditions of existing and developed around specific conditions of populations and communities indigenous to a particular populations and communities indigenous to a particular geographic area (NRF, 2000)geographic area (NRF, 2000)

Has established an IKS Research Focus in addition to the 8 Has established an IKS Research Focus in addition to the 8 Focus Areas on: Distinct South African Research Focus Areas on: Distinct South African Research Opportunities; Economic Growth and International Opportunities; Economic Growth and International Competitiveness; Conservation and Management of Competitiveness; Conservation and Management of Ecosystems and Biodiversity; Education and the Challenges Ecosystems and Biodiversity; Education and the Challenges for Change (Science, Mathematics and Technology for Change (Science, Mathematics and Technology Education is funded here); Globalization Challenges; ICT; Education is funded here); Globalization Challenges; ICT; Sustainable Livelihoods; Unlocking the Future Sustainable Livelihoods; Unlocking the Future

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NRF: IKS FOCUS AREA Administers a ring-fenced amount of R10m per annum which Administers a ring-fenced amount of R10m per annum which

has been provided by the Department of Science and has been provided by the Department of Science and Technology (DST) since 2000Technology (DST) since 2000

At least 400 Research Grants have been awarded thus farAt least 400 Research Grants have been awarded thus far There are 4 Research Themes – Ethnomathematics is funded in There are 4 Research Themes – Ethnomathematics is funded in

one of the 4 Areas:one of the 4 Areas:1.1. The production, transmission and utilization of indigenous The production, transmission and utilization of indigenous

knowledge (IK) and technologyknowledge (IK) and technology2.2. The role of IK in nation building (Traditional Medicine & The role of IK in nation building (Traditional Medicine &

Health; Indigenous Food Systems; Socio Cultural Systems – Health; Indigenous Food Systems; Socio Cultural Systems – Indigenous Languages, Indigenous notions of Science and Indigenous Languages, Indigenous notions of Science and Technology; Arts, Crafts and Materials)Technology; Arts, Crafts and Materials)

3.3. IK at the interface with other knowledge systemsIK at the interface with other knowledge systems4.4. Introducing IKS into the mainstream of educationIntroducing IKS into the mainstream of education

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INDIGENOUS KNOWLEDGE SYSTEMS: SOME DEFINITIONS Indigenous knowledge is the local knowledge – knowledge that is unique Indigenous knowledge is the local knowledge – knowledge that is unique

to a given culture or society. IK contrasts with the international to a given culture or society. IK contrasts with the international knowledge system generated by universities, research institutions and knowledge system generated by universities, research institutions and private firms. It is the basis for local-level decision making in agriculture, private firms. It is the basis for local-level decision making in agriculture, health care, food preparation, education, natural-resource management, health care, food preparation, education, natural-resource management, and a host of other activities in rural communities. (Warren, 1991)and a host of other activities in rural communities. (Warren, 1991)

Indigenous knowledge is used synonymously with ‘traditional’ and ‘local’ Indigenous knowledge is used synonymously with ‘traditional’ and ‘local’ knowledge to differentiate the knowledge developed by a community from knowledge to differentiate the knowledge developed by a community from the international knowledge systems sometimes called ‘’Western’ system, the international knowledge systems sometimes called ‘’Western’ system, generated through universities, government research centres and private generated through universities, government research centres and private industry. IK refers to the knowledge of indigenous peoples as well as any industry. IK refers to the knowledge of indigenous peoples as well as any other defined community. (Warren, 1992)other defined community. (Warren, 1992)

The unique, traditional, local knowledge existing within and developed The unique, traditional, local knowledge existing within and developed around specific conditions of women and men indigenous to a particular around specific conditions of women and men indigenous to a particular geographic area. (Louise Grenier, geographic area. (Louise Grenier, Working with Indigenous Knowledge. A Working with Indigenous Knowledge. A Guide for Guide for Researchers, International Development Research Centre, Researchers, International Development Research Centre, 1998)1998)

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INDIGENOUS KNOWLEDGE: SOME MORE DEFINITIONS An all inclusive knowledge that covers An all inclusive knowledge that covers technologiestechnologies and practices and practices

that have been and are still used by indigenous and local people that have been and are still used by indigenous and local people for existence, survival and adaptation in a variety of for existence, survival and adaptation in a variety of environments. Such knowledge is not static but evolves and environments. Such knowledge is not static but evolves and changes as it develops, influences and is influenced by both changes as it develops, influences and is influenced by both internal and external circumstances and interaction with other internal and external circumstances and interaction with other knowledge systems. Such knowledge covers contents and contexts knowledge systems. Such knowledge covers contents and contexts such as agriculture, architecture, engineering, mathematics, such as agriculture, architecture, engineering, mathematics, governance and other social systems and activities, medicinal and governance and other social systems and activities, medicinal and indigenous plant varieties, etc. (Onwu & Mosimege, indigenous plant varieties, etc. (Onwu & Mosimege, Indigenous Indigenous Knowledge Systems and Science and Technology Education: A Knowledge Systems and Science and Technology Education: A Dialogue, African Journal of Research in Mathematics, Science Dialogue, African Journal of Research in Mathematics, Science and Technology Education, V 8, No. 1, 2004) and Technology Education, V 8, No. 1, 2004)

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IKS POLICY

Key Policy Drivers – 4Key Policy Drivers – 4 IKS and the National Systems of Education and IKS and the National Systems of Education and

InnovationInnovation Stakeholders and Role Players in IKSStakeholders and Role Players in IKS Institutional FrameworkInstitutional Framework IKS Funding and PrinciplesIKS Funding and Principles National and International ImperativesNational and International Imperatives Role of various Government Departments and Role of various Government Departments and

the Intergovernmental Committee on IKSthe Intergovernmental Committee on IKS

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KEY POLICY DRIVERS IN THE SOUTH AFRICAN CONTEXT Affirmation of African cultural values in the Affirmation of African cultural values in the

face of globalisation face of globalisation Development of the services provided by Development of the services provided by

Indigenous Knowledge Holders and Indigenous Knowledge Holders and PractitionersPractitioners

Contribution of indigenous knowledge to the Contribution of indigenous knowledge to the economy economy

Interfacing with other knowledge systemsInterfacing with other knowledge systems

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SOME MAJOR THEMES IN ETHNOMATHEMATICAL RESEARCH: ANALYSIS FROM STUDIES IN SOUTH AFRICA

Mural Decorations (dominant in the Mpumalanga Province)Mural Decorations (dominant in the Mpumalanga Province) Indigenous GamesIndigenous Games BeadworkBeadwork Weaving (baskets, mats, knots, pyramids, hexagons, etc)Weaving (baskets, mats, knots, pyramids, hexagons, etc) Traditional House BuildingTraditional House Building Cultural VillagesCultural Villages Historical Development of Mathematical Concepts e.g. CountingHistorical Development of Mathematical Concepts e.g. Counting Linguistics and Mathematics – Indigenous Languages and Linguistics and Mathematics – Indigenous Languages and

Mathematics EducationMathematics Education Cultural ArtifactsCultural Artifacts Interface between culture and mathematics – broadlyInterface between culture and mathematics – broadly Daily activities in the context of the mathematics classroomDaily activities in the context of the mathematics classroom

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SOUTH AFRICAN SPORTS COMMISSION AND INDIGENOUS GAMES South African Sports Commission (SASC) took the South African Sports Commission (SASC) took the

initiative to revive indigenous games through the initiative to revive indigenous games through the Indigenous Games ProjectIndigenous Games Project

Formation of a National Structure which involves all Formation of a National Structure which involves all the 9 Provincesthe 9 Provinces

SASC collected 23 indigenous games from the different SASC collected 23 indigenous games from the different regions of South Africaregions of South Africa

Published a Booklet on South African Indigenous Published a Booklet on South African Indigenous Games in 2001 containing 7 of the 23 gamesGames in 2001 containing 7 of the 23 games

Previous Minister of Sports Ngconde Balfour launched Previous Minister of Sports Ngconde Balfour launched the Indigenous Games at Basotho Cultural Village in the Indigenous Games at Basotho Cultural Village in the Eastern Part of the Free State on 24 February 2001the Eastern Part of the Free State on 24 February 2001

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SEVEN GAMES LAUNCHED AT BASOTHO CULTURAL VILLAGE1.1. Dibeke: A running ball gameDibeke: A running ball game

2.2. Kho-Kho: A running gameKho-Kho: A running game

3.3. Ntimo/Kgati: A rope-jumping gameNtimo/Kgati: A rope-jumping game

4.4. Diketo: A coordination gameDiketo: A coordination game

5.5. Jukskei: A target gameJukskei: A target game

6.6. Ncuva/Morula: A board gameNcuva/Morula: A board game

7.7. Morabaraba: A board gameMorabaraba: A board game

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MORABARABA GAME: HISTORY AND BACKGROUND South African War Games Union (with Headquarters in South African War Games Union (with Headquarters in

Johannesburg) has been organizing competitions on the Johannesburg) has been organizing competitions on the game over a number of years – at least 10 yearsgame over a number of years – at least 10 years

Have written some historical background on the gameHave written some historical background on the game Doubts about origin of the game, reference is usually made Doubts about origin of the game, reference is usually made

to an Egyptian originto an Egyptian origin Research by Mosimege (2000) indicated that the elderly Research by Mosimege (2000) indicated that the elderly

Tswana men learnt the game during the days when they Tswana men learnt the game during the days when they looked after cattle (herdboys): Interviewed a number looked after cattle (herdboys): Interviewed a number elderly men in their 70selderly men in their 70s

This research disputed strongly some of the rules as written This research disputed strongly some of the rules as written by the South African War Games Union. For instance the by the South African War Games Union. For instance the rules relating to the end of the game – not 2 but 3 cows.rules relating to the end of the game – not 2 but 3 cows.

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SOME PERSPECTIVES ON MORABARABA FROM INDIGENOUS KNOWLEDGE HOLDERS (ELDERS) It is neither a boys nor a girls game, both can play the It is neither a boys nor a girls game, both can play the

gamegame Morabaraba, even though used the most, is actually a Morabaraba, even though used the most, is actually a

South Sotho name, the name in Setswana is MmelaSouth Sotho name, the name in Setswana is Mmela Historically, the game was drawn on a flat stone, at Historically, the game was drawn on a flat stone, at

times on the groundtimes on the ground Measurement and Straightness of lines done through Measurement and Straightness of lines done through

the bark of a shrub called ‘bokwetse’the bark of a shrub called ‘bokwetse’ Estimation and Comparison of lengths of lines done Estimation and Comparison of lengths of lines done

using the Middle finger and Thumbusing the Middle finger and Thumb Rules of the game: A cow does not move on 3 legs, so Rules of the game: A cow does not move on 3 legs, so

the game does not end when 2 tokens are left but rather the game does not end when 2 tokens are left but rather when 3 are leftwhen 3 are left

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MORABARABA ON A STONE AT BASOTHO CULTURAL VILLAGE - QWAQWA

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TEACHER AND LEARNERS PLAYING MORABARABA GAME

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LEARNERS DISCUSSING MORABARABA GAME

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MORUBA: HISTORY AND BACKGROUND Mancala (Mankala) type games found in many parts of the world Mancala (Mankala) type games found in many parts of the world

(Broline and Loeb, 1996).(Broline and Loeb, 1996). Mancala a generic name given by anthropologists to refer to a Mancala a generic name given by anthropologists to refer to a

class of various board games (Ismael ,1997; Odeleye, 1997)class of various board games (Ismael ,1997; Odeleye, 1997) Various names used in different African countries:Various names used in different African countries:

- Moruba: Limpopo (mostly the North Sotho speaking parts) - Moruba: Limpopo (mostly the North Sotho speaking parts) Province of South AfricaProvince of South Africa- N’tchuva, Mpela, Thadji: Mozambique- N’tchuva, Mpela, Thadji: Mozambique- Oware: Ghana- Oware: Ghana- Ayo: Nigeria- Ayo: Nigeria- Soro: Tanzania- Soro: Tanzania- Omweso: Uganda- Omweso: Uganda

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SOME PERSPECTIVES ON MORUBA FROM INDIGENOUS KNOWLEDGE HOLDERS It is predominantly a men’s game used during war, as a result no It is predominantly a men’s game used during war, as a result no

women played the game as they were not allowed to go to war; women played the game as they were not allowed to go to war; men played it the most when they went to the mines in the men played it the most when they went to the mines in the Gauteng Province; However in recent days both boys and girls Gauteng Province; However in recent days both boys and girls play the gameplay the game

Moruba a social activity where men strategised about a variety of Moruba a social activity where men strategised about a variety of activities and events relating to men, also shared advise and ideasactivities and events relating to men, also shared advise and ideas

Language, Expressions and Terminology used during the game Language, Expressions and Terminology used during the game even signify what happens when war takes placeeven signify what happens when war takes place

Two-Row Version (called Semmeh in Limpopo Province) very Two-Row Version (called Semmeh in Limpopo Province) very basic in the South of Africa although dominant in the North of basic in the South of Africa although dominant in the North of Africa, Four-Row Version the most dominant version in the South Africa, Four-Row Version the most dominant version in the South of Africaof Africa

Players have to be extremely capable of quick calculations to Players have to be extremely capable of quick calculations to know how many takes are available at which stage of the gameknow how many takes are available at which stage of the game

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PLAYERS PLAYING MORUBA (FOUR-ROW VERSION)IN MANKWENG TOWNSHIP, LIMPOPO PROVINCE

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STRING FIGURE GAMES (MALEPA): HISTORY AND BACKGROUND The historical record of string figures in Africa dates The historical record of string figures in Africa dates

back to almost 100 yearsback to almost 100 years Most of this work is found in Alfred Haddon’s work of Most of this work is found in Alfred Haddon’s work of

1906. This work refers to the pastime by Negro tribes, 1906. This work refers to the pastime by Negro tribes, and most of these coming from Africaand most of these coming from Africa

In the research by Mosimege, reference is made by the In the research by Mosimege, reference is made by the elderly that they used to play Malepa around the elderly that they used to play Malepa around the evening fires when they were young. This would at least evening fires when they were young. This would at least be about 100 years ago.be about 100 years ago.

Most of the participants at the workshops I have Most of the participants at the workshops I have attended indicate how they used to play these when attended indicate how they used to play these when they were youngthey were young

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SOME PERSPECTIVES ON MALEPA FROM INDIGENOUS KNOWLEDGE HOLDERS Name and meaning of game: Even though it is Name and meaning of game: Even though it is

generally known as “Diheke” because of the gates that generally known as “Diheke” because of the gates that appear on the string, the appropriate name is appear on the string, the appropriate name is “Malepa” signifying the complexity of the “Malepa” signifying the complexity of the manipulation the String as the Gates increasemanipulation the String as the Gates increase

Making of String from animal skin: Even though all Making of String from animal skin: Even though all kinds of strings are used today, the elderly used to kinds of strings are used today, the elderly used to make string from the skin of animals which they would make string from the skin of animals which they would kill as they were herding the cattle, or even from cattle kill as they were herding the cattle, or even from cattle and sheep skinand sheep skin

Games played around the fire in the evenings during Games played around the fire in the evenings during story telling time by the Grandfathers and story telling time by the Grandfathers and GrandmothersGrandmothers

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LEARNER GIVING A DEMONSTRATION OF STRING FIGURE GATE 2

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LEARNER GIVING A DEMONSTRATION OF STRING FIGURE GATE 6

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SOME OF THE RESULTS OF THE STUDIES ON INDIGENOUS GAMES(i)(i) Mathematical knowledge from the analysis of indigenous gamesMathematical knowledge from the analysis of indigenous games(ii)(ii) Performance in specific mathematical concepts e.g. probability – MorubaPerformance in specific mathematical concepts e.g. probability – Moruba(iii)(iii) Socio-cultural interactions in the mathematics classroom during the play of Socio-cultural interactions in the mathematics classroom during the play of

gamesgames(iv)(iv) Acknowledgement and empowerment of learners through the use of indigenous Acknowledgement and empowerment of learners through the use of indigenous

gamesgames(v)(v) Relations between indigenous games and mathematics classroom activitiesRelations between indigenous games and mathematics classroom activities(vi)(vi) Knowledge of games by the elders and elderly and knowledge holders and the Knowledge of games by the elders and elderly and knowledge holders and the

implications for mathematics educationimplications for mathematics education(vii)(vii) History and Transportation of indigenous games and the impact of History and Transportation of indigenous games and the impact of

globalizationglobalization(viii)(viii) Written records and verification processes of indigenous gamesWritten records and verification processes of indigenous games(ix)(ix) Similarities and Differences in indigenous games across different countriesSimilarities and Differences in indigenous games across different countries(x)(x) Research Methodologies and Analytical Frameworks that may be used in the Research Methodologies and Analytical Frameworks that may be used in the

studies on Indigenous Gamesstudies on Indigenous Games

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ROLE OF INDIGENOUS KNOWLEDGE HOLDERS (ELDERS) IN ETHNOMATHEMATICAL STUDIES Their wealth of knowledge may be used to Their wealth of knowledge may be used to

verify and correct the records that already verify and correct the records that already exist, which at times may be incorrectexist, which at times may be incorrect

They must not only serve as our source of They must not only serve as our source of knowledge and research material, but should as knowledge and research material, but should as many times as possible and as far as possible, many times as possible and as far as possible, allow their voices to be heardallow their voices to be heard

They must be acknowledged correctly and They must be acknowledged correctly and appropriately (Contribution to making their appropriately (Contribution to making their knowledge eradicate their poverty)knowledge eradicate their poverty)