Protection

Author discusses how oral tradition is not adequately protected by patent and copyright laws which allows industry to harvest traditional knowledge for profit; uses a case study of pharmaceutical companies to illustrate how this happens.

Study explores Inuit women's perspectives on their health and well-being to support local efforts to identify priorities.

Looks at the Anishnabe perspectives on the environment and traditional ecological knowledge and its importance for environmental sustainability.

Discusses characteristics and application of the knowledge using three groups as examples and presents a case study of the yellow avalanche lily and balsamroot.

Discusses five traditional leadership principles: the will of the people, leadership training, protection of the land, leading by example, and continuously validated authority.

Discusses issues impacting spiritual revitalization of Indigenous communities and policies to support development and maintenance of traditional knowledge.

Article describes current progress and further steps needed in order to achieve a mutually satisfying outcome.

Text in Russian and English.

Library and Information Science Thesis (Ph.D.)--University of Western Ontario, 2009.

Compilation of information gathered from three Inuk elders outlining methods for treating common ailments.

How traditional knowledge has been adapted to be used in a high school classroom in the Hartley Bay School. The curriculum is being used as a way for students to learn about their people's ways of knowing, and to be involved in the intergenerational transmission of traditional ecological knowledge and wisdom.

Website includes links to Background, TUS (Traditional Use Studies) in Alberta, The Alberta Studies, and Multimedia.

Summary of discussions, during May and June of 2005, between the Department of Canadian Heritage and Aboriginal people to develop practical strategies for working in areas where the mandate, expertise and experience of the Department coincide with Aboriginal aspirations.

Concludes that land skills continue to be transmitted most often from older to younger generations through observation and apprenticeship in the environment.

Book review of: Trying to Get It Back by Gillian Weiss.

Looks at the recommendations and commitments of the Coastal Zone Canada Association from statements discussed at the seventh biennial Coastal Zone Canada Conference.

Expresses concern about disappearing traditional art skills and examines the role schools could play in reversing this trend.

Social and Cultural Anthropology Thesis (M.A.)--Concordia University, 2010.

Examines how the traditional story and its telling remains relevant in helping with today's problems.

Describes a case study approach, of a teaching experience, employing a dialogue that will lead to a greater level of respect and application of traditions.

Discusses how to uncover and work with traditional knowledge.

Response to Robert McGhee's simplification and mischaracterization of Indigenous archaeology in a 2008 article, focusing on three main points of contention: insufficient sampling, caricature, and questionable treatment of colonialism and notions of "Aboriginalism".

Suggests that polar bear management must address social changes and engage co-management policies that include traditional ecological knowledge.

An official tour guide of the James Bay Region invites tourists to discover the region and gives a description of the Cree Walking-out ceremony that celebrates the complex link between people and environment.

Examines three issues: need to establish stronger legal and ethical frameworks, need to raise biodiversity/water security profile, need to improve cross-cultural understanding.

Paper presents suggestions of coordinated action in seven areas to address the perceived shortcomings of libraries.

Lists some key elements of the practice and uses the medicine wheel to examine the concept, noting that traditional teachings are anti-oppressive by their very nature.

Asserts too much research being carried out is effecting Indigenous Australians and results in culture loss.

Environmental Studies Thesis (M.A.)--University of Victoria, 2002.

Native Studies Thesis (Ph.D.)--Trent University, 2005.

Geography Thesis (M.A.)--University of Western Ontario, 2012.

Artist discusses his use of natural plants, minerals and insects to preserve Zapotec culture and weaving traditions.

Relates how colonization and Western influences have caused societal problems in Indian cultures. Restorative justice models by the Navajo and Haudenosaunee are also explored.

Arts Thesis (M.A.)--University of Auckland, 2014.

Suggests that the methodologies involve "...those that enable and permit Indigenous researchers to be who they are while engaged actively as participants in research..."

Study that looks at the link between Māori cultural identity and concern for the environment.

Includes a definition of traditional knowledge, comparisions between indigenous and scientific knowledge, explanation of the structure of Native knowledge, guidelines for research and issues.

Article investigates the relationship between indigenous knowledge and heritage documentation efforts by academics working to strengthen indigenous cultural identity and tradition.

Book review of:When the North Was Red by Dennis A. Bartels and Alice L. Bartels.

First Nations Studies Thesis (M.A.)--University of Northern British Columbia, 2007.

Argues that New Zealand’s current legal paradigm is inadequate to protect Māori cultural expressions.

Book review of: Who Owns Native Culture? by Michael F. Brown.

Discussion of patenting, copyrighting and trademarking Indigenous knowledge by pharmaceuticals is not by direct appropriation, rather it is by indirect transfer of information by academics, and placing the information in the public domain.

Of several hundred Gosiutes on two reservations in Utah and Nevada, about 20 speak the language.

Summary of original study genetic resources and traditional cultural expressions.

Uses three case studies to show the inadequacies in sharing arrangements for traditional knowledge holders regarding the use of biological and genetic resources and the restrictions of using existing intellectual property frameworks.

Geography and the Institute for Environmental Studies (M.A.)--University of Toronto, 2004.