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Kyoto University Graduate School of Global Environmental Studies
Transferable Indigenous Transferable Indigenous Knowledge (TIK):Knowledge (TIK):
Education Process and Policy Education Process and Policy
Rajib ShawE-mail: [email protected]
Web: http://www.iedm.ges.kyoto-u.ac.jp/
Kyoto University Graduate School of Global Environmental Studies
Defining TIK• Indigenous knowledge is the knowledge that people in a
given community have developed over time, and continue to develop. It is based on experience, often tested over centuries of use, adapted to local culture and environment, dynamic and changing. Source: IIRR, Philippines, 1996: Recording and using indigenous knowledge: A
manual.
• Transferable indigenous knowledge is the traditional art of disaster reduction that is indigenous to specific region (s) but having potential to be applied to other regions and having time-tested reliability
Idea Workshop 2007
Kyoto University Graduate School of Global Environmental Studies
Criteria for TIK• Originated within communities, based on
local needs, and specific to culture and context (environment and economy)
• Provides core knowledge with flexibility for local adaptation for implementation
• Uses local knowledge and skills, and materials based on local ecology
• Has been proven to be time tested and useful in disasters
• Is applied or applicable in other communities or generations
Idea Workshop 2007
Kyoto University Graduate School of Global Environmental Studies
Knowledge/Technology Type and its Application
Flood Prevention Knowledge/Technology
Erosion Control Knowledge/Technology
Damage Reduction Knowledge/Technology
Takeuchi and Shaw 2007Example from Japan
Kyoto University Graduate School of Global Environmental Studies
Waju (Inside Ring) =Community Protected by Ring Dike
Distribution of Waju in Noubi plains (Ando,1952)
Photo by Iwanami Co.,Ltd.(1956)
Takeuchi and Shaw 2007
Kyoto University Graduate School of Global Environmental Studies
Hijiri-Ushi (Grand OX) at Nagara river
By Google
Takeuchi and Shaw 2007
Kyoto University Graduate School of Global Environmental StudiesPhoto by NIED-KU(2007)
Hijiri-Ushi (Grand OX) at Nagara riverTakeuchi and Shaw 2007
Kyoto University Graduate School of Global Environmental StudiesPhoto by NIED-KU(2007)7m
4.5m7m
4m
Photo by NIED-KU(2007)
Hijiri-Ushi (Grand OX)Takeuchi and Shaw 2007
Kyoto University Graduate School of Global Environmental Studies
Photo by NIED-KU(2007)
Mizuya (Flood House)
2m
1.3m
Blue line is record of flood disaster in 1896
Takeuchi and Shaw 2007
Kyoto University Graduate School of Global Environmental Studies
Implementation Issues of TIKAction Workshop 2008
Transferability Transferability of TIKof TIK
What to transfer(Principles andMethodology)
Who to transfer-Community leaders-External Facilitators
How to transfer-Documentation-On-site visit-DRH database-Workshops-Internal, external facilitation-Link to modern technology
Whom to transfer(Vulnerable Communities, Policy makers)
For Hydro-meteorological disasters, focus on climate change adaptation
Kyoto University Graduate School of Global Environmental Studies
TIK Classification• Five thematic areas
– Mountain Ecosystem– Coastal Zone Management – Integrated Water Resource Management
• Arid land management• River basin management
– Housing and Shelter
• Two types of TIK– Based on technology – Based on belief systems
• Three phases of Disaster Cycle – Pre-disaster – During disaster– Post-disaster
Action Workshop 2008
Pre-disasterDuring-disaster
Post-disaster
Kyoto University Graduate School of Global Environmental Studies
TIK in Education• Cross-discipline collaboration
– Civil society: Document and analyze– Education and Research Community: Validation and analyze– Policy maker: Policy decision– Regional and International organization: Policy advocacy
• Steps (not necessarily in the order of appearance)– Education: link to curriculum– Policy: regional, national and local advocacy and decision– Pilot: Implementation and validation
Action Workshop 2008
Kyoto University Graduate School of Global Environmental Studies
IK and DRR Policy Issues• Critical Entry Points
• Priority Thematic areas• Climate change and food security• Rural development• Urban Risk reduction • Gender and inclusion
• Policy Tools • Research, documentation• Education • Advocacy • Institutional Framework
• Action Agenda• Establishment of a resource group• Documentation and research • Education • Policy advocacy• Enabling environment • Change agents• Special focus areas