Conference PaperPDF Available

Introducing Indigenous Knowledge Governance into ICT-based Indigenous Knowledge Management System

Authors:

Abstract and Figures

Information and Communication Technologies (ICTs) for Indigenous Knowledge Management (IKM) have been designed using the conventional approach of creating and manipulating databases of knowledge. This typical approach of IKM generates the issues of indigenous knowledge governance, de-contextualisation and data manipulation. Hence, the main research question of this study is "How can we introduce indigenous knowledge governance into ICT-based Indigenous Knowledge Management System (IKMS)?" The study has been conducted in three phases with two indigenous communities of Sarawak, East Malaysia, using the eBario and eLamai Telecentre as a local collaborating institutions. The main outcome of the study is the methodology of conducting a multidisciplinary research and designing Indigenous Knowledge Governance Framework (IKGF). The framework works as an analytical tool that can help in understanding the essential context in which indigenous knowledge management processes occur. The study argues that in order to design appropriate ICT tools for indigenous knowledge management, information technology professionals need to understand, model and formalise the holistic indigenous knowledge management system and then use this understanding as a basis for technology design and approaches.
Content may be subject to copyright.
IPID 8th International Annual Symposium 2013
9-10th December, University of Cape Town, Cape Town, South Africa
Introducing Indigenous Knowledge Governance into
ICT-based Indigenous Knowledge Management
System
Tariq Zaman, Alvin Yeo Wee
Narayanan Kulathuramaiyer
Institute of Social Informatics and Technological
Innovations (ISITI-CoERI)
Universiti Malaysia Sarawak, Malaysia
zamantariq@gmail.com, alvin@isiti.unimas.my
Faculty of Computer Science and Information
Technology
Universiti Malaysia Sarawak, Malaysia
nara@fit.unimas.my
Abstract
Information and Communication Technologies (ICTs) for Indigenous Knowledge
Management (IKM) have been designed using the conventional approach of creating and
manipulating databases of knowledge. This typical approach of IKM generates the issues of
indigenous knowledge governance, de-contextualisation and data manipulation. Hence, the
main research question of this study is “How can we introduce indigenous knowledge
governance into ICT-based Indigenous Knowledge Management System (IKMS)?”
The study has been conducted in three phases with two indigenous communities of Sarawak,
East Malaysia, using the eBario and eLamai Telecentre as a local collaborating institutions.
The main outcome of the study is the methodology of conducting a multidisciplinary research
and designing Indigenous Knowledge Governance Framework (IKGF). The framework
works as an analytical tool that can help in understanding the essential context in which
indigenous knowledge management processes occur.
The study argues that in order to design appropriate ICT tools for indigenous knowledge
management, information technology professionals need to understand, model and formalise
the holistic indigenous knowledge management system and then use this understanding as a
basis for technology design and approaches.
Introduction
A wide range of digital tools have been developed and cultural heritage institutions are
exploring the use of ICTs for preservation and improving access to Indigenous Knowledge
(IK). However, ICTs for IKM have been designed using the conventional approach of
creating and manipulating databases of knowledge (Velden, 2010). Early efforts in IKM
IPID 8th International Annual Symposium 2013
9-10th December, University of Cape Town, Cape Town, South Africa
focused on developing digital technologies to store, capture, and distribute knowledge
(Agrawal, 2002). The focus at present has shifted, however, to make explicit the tacit and
implicit knowledge. The current approaches tend to overlook the community’s creative
expressions, practices of innovation and instead consider IK to be a static resource frozen in
time and place. These typical approaches of IK databases design thus fail to a large extent in
serving the needs of indigenous communities, as it tend to alienate IK from the essential
context such as social, cultural and governance framework (Velden, 2010; Winschiers-
Theophilus, Jensen, & Rodil, 2012).
The prime objective of this research is to develop a holistic framework for IKM that projects
the ontological structure of the wider social cultural and governance system in which IKM
processes occur. The investigation was done in three phases; firstly, we explored the
theoretical gaps and the inherent structure of IKMS in communities. Secondly, we addressed
the gaps by modelling IKMS in communities and designing a structured indigenous
knowledge governance framework. Thirdly, we used the framework to model an existing
IKMS and for designing, developing and implementation of ICT-based IKMS. The designed
framework helps researchers and ICT professionals to understand the unique structure of
IKM and accommodate it in the design and development of ICT-based IKMS.
The remainder of this paper is structured as follows. The first part of the paper presents
background of the research and introduction of the sites and communities where research has
been conducted. . Second part illustrates the research framework and each phase of the study
in detail. The last part, concluding section, presents reflection of the study.
Background
Current technological trends and developments have hardly been informed by indigenous and
rural knowledge systems (Kapuire & Blake, 2011), which is different from non-indigenous
knowledge systems in many ways. The unique features of IKMS are based on two basic
system perspectives: “holistic” and “living”.
Holistic System
We define “holistic” as a “whole” system where all aspects of life both tangible (such as
oral traditions and activities) and intangible (such as governance systems and spiritual values)
are assimilated and interconnected and cannot be separated from one another. According to
Velden (2002), IK is a highly contextualised body of knowledge that is linked to location,
IPID 8th International Annual Symposium 2013
9-10th December, University of Cape Town, Cape Town, South Africa
situation and cultural, social and historical context. The IKMS is a complex structure that
cannot be understood by only examining the parts (processes, technology, people, economic,
social and ideological aspects). It must also take into account how the parts interact to make a
whole system.
Living System
In Western epistemologies, IK is generally interpreted as a static and archaic form of
knowledge while the indigenous researchers interpret IK as;
a way of life (McGregor, 2004)
a way of knowing (Aikenhead & Ogawa, 2007) and
adaptable and creative system (Macchi & Oviedo, 2008).
The indigenous perspective is not just knowledge per se (a thing, an object) but also a way
of life that includes dynamic practices such as oral traditions, listening to stories, singing
songs, reciting prayers, dancing at celebrations, and participating in ceremonies; all of which
are passed on from generation to generation.
In the conventional approaches of IKM, knowledge is de-contextualised by extracting it from
the living and holistic system of IK and storing it as data in databases. IKM is a long process
and complex system of activities that deals with the multidimensional challenges such as
digital technologies, intellectual property rights and the complex social, cultural and belief
system of the communities. The current ICT-based IKMS and the frameworks provide a
product-view of IKM and mainly satisfy the Western conception of knowledge management,
in which knowledge is stored as abstract entities in digital forms. Hence, a well-formulated
holistic framework is needed to provide real-time modelling of the living IKMS assimilated
with the structure and use of ICT tools.
The Research Sites
The study was conducted in two remote sites of Sarawak in East Malaysia: Long Lamai, a
Penan settlement, and Bario, a Kelabit settlement. Sarawak is situated on the northwest of the
island of Borneo. Indigenous peoples collectively known a Dayaks - comprise two-thirds of
Sarawak’s population (Ngidang, 2005). Many, distinct ethnic groups exist in Sarawak,
including the Penan and Kelabits. These two sites were chosen largely because Universiti
IPID 8th International Annual Symposium 2013
9-10th December, University of Cape Town, Cape Town, South Africa
Malaysia Sarawak (UNIMAS) maintains a research collaboration and development
partnership with Bario and Long Lamai communities.
Research Framework
The research operationalisation process (Fig. 1) is divided into three phases. In Phase 1, we
conducted a literature review and collected the empirical data to discover existing theoretical
gaps among studies of IKMS. In Phase 2, we addressed the gaps by designing and modelling
the indigenous knowledge management processes and the indigenous knowledge governance
system. In Phase 3, we used the framework to model an existing community IKMS and then
formalised the framework by using it as a base for the design, development and
implementation of ICT-based IKMS.
Figure 1: Research operationalisation
Phase 1: Exploring Theoretical Gaps
In this phase, a through literature review has been conducted to explore the theoretical gaps in
existing literature. The review found a gap at epistemological level in defining IKM. The
current definitions tends to de-emphasise the comprehensive process oriented IKM and
mainly focuses on the processes of “capturing” and “distribution” while undermining the IK
creation process (Yeo, Zaman, & Kulathuramaiyer, 2013). The approaches also reflected in
IPID 8th International Annual Symposium 2013
9-10th December, University of Cape Town, Cape Town, South Africa
the digital technology designs. As noted by Agrawal (2002) the main aim of the IKM
databases is to “collect” and “distribute” available information.
Based on the Burtis (2009); Ngulube (2002) and Velden (2010), we identified the influencing
factors that’s should be considered and addressed by the researchers and IT professionals
while developing a digital solution for IKM. The focus of software system for IKM should be
extended to incorporate complex issues of IK ownership, IPR legislation, cultural protocols
and technical issues in the form of choice of media and access at the project planning level.
The second part of the first phase explores the study gaps by observing a case study from the
field and to develop a methodological approach to reveal the inherent structure of IKMS in
indigenous community of Bario (Yeo, et al., 2013). The study confirms that the knowledge
creation process is arguably the most important step in the IKM processes. It is highly rated
by the respondents from the Bario community. The study also reveals that the organisation’s
KM tools and frameworks cannot be used in the existing shape for IKM because of the
differences between indigenous and non-indigenous knowledge domains. The study also
highlights the features that are not taken into account in the conventional approaches of
designing ICT tools and frameworks for IKM. These features include the indigenous
governance system, organisational structure, the protection of IK and resource management,
and collective community activities.
Phase 2: Positioning Indigenous Knowledge Governance
As explored in Phase 1 of the study, the recent wave of research undermines the knowledge
creation process in indigenous communities which is an important and well established area
of research and development in organisations. The ultimate effect is that IT researchers focus
on the “dissemination and storage processes while neglecting the “living” characteristic of
IK. In this phase first, we delineate in more detail the knowledge creation process in
indigenous communities and present it as a “living system”. A living system is one that
constantly creates new knowledge, closely connected to day-to-day activities and social
systems and is reflected upon before acceptance and assimilation. Furthermore, we outlined
the community’s engagement process with new information and know-how and present Tacit,
Implicit and Explicit (TIE) model of knowledge creation in indigenous communities (Zaman,
Yeo, & Kulathuramaiyer, 2011a).
In second part of the Phase 2, we expanded the scope of indigenous knowledge management
with notion of indigenous knowledge governance. In the indigenous way of life, communities
IPID 8th International Annual Symposium 2013
9-10th December, University of Cape Town, Cape Town, South Africa
govern their knowledge by coordinating activities that are influenced and controlled by social
and cultural systems. Efforts in managing IK using ICT technologies face a number of
shortcomings. For example, the lack of consideration of the holistic structure of IK, being
overly reliant on persistent data and the loss of control over knowledge assets when they
become stored and structured in databases. In this context, IK represents a critical resource
that needs to be focused towards specific processes and governance activities. To address this
gap, we presented indigenous knowledge governance framework as a holistic model of
indigenous knowledge management (Zaman, Yeo, & Kulathuramaiyer, 2011b).
The standard IKGF is the abstract model of IKM system contains the set of cooperating
components that are grouped into seven layers Capital Layer; IK Governance Layer; Activity
Layer; KM Layer; Data Repository Layer; Community Engagement Layer; and Cross-
Cutting External Environment Layer.
Figure 2: The logical architecture view of a layered IKG system (Zaman, et al., 2011b)
Phase 3: Validating and Formalising IKGF
In this phase of the research, first we presented an explanatory case study of using IKGF as
an analytical tool for understanding Penan Toro activity from IKM perspective. Depicting the
IPID 8th International Annual Symposium 2013
9-10th December, University of Cape Town, Cape Town, South Africa
complex structure of Penan IK in IKGF layers model helps in understanding the holistic
context of Toro IKMS.
In second part of this phase, we formalise the framework by using it for designing,
developing and implementing the eToro platform (Siew, Yeo, & Zaman, 2013). The eToro
platform is a combination of ICTs and community activities to support the Indigenous
Botanical Knowledge (IBK) of the Penan community of Long Lamai in Sarawak. The
proposed framework has helped in developing a common understanding of the eToro team
members for planning, designing, developing and implementing ICT-based IKMS. From the
researchers’ perspective, a series of formalised methodology were identified. These are: (1)
Designing Process Flow Diagrams in order to understand processes, roles, actions & rights of
stakeholders; (2) Developing Cultural Protocols for community, researchers and data
engagement; (3) Designing Data Instruments for eliciting community needs and acquisition
of eToro; (4) Developing Prototypes for digital data collection and indigenous content
management and (5) Capacity Building Program for participatory digital data collection and
processing (Zaman, Yeo, & Kulathuramaiyer, 2013).
Conclusion
Based on the results of this research, IKM is a complex system that cannot be understood by
examining individual parts (processes, data, activities, people, economic etc.) only. It is also
about how these parts interact and combine to make a whole system. Whereas a wide range
of digital IKM tools have been developed, special attention has been given to use ICT for the
management of this highly valuable resource. IK takes predominantly tacit and implicit
forms, locked in the community’s activities and governed by local social and cultural
frameworks. The use of ICT for IKM, will create the problem of knowledge de-
contextualisation by extracting IK from the living and holistic system and storing it as raw
data. Furthermore, ICTs alone cannot provide all the answers or solutions to IKM, but it can
be a part of the solution. In order to design an adequate ICT-based IKMS, a holistic approach
needs to be adopted that accommodates the community communication pattern, social and
cultural systems and governance mechanism.
IPID 8th International Annual Symposium 2013
9-10th December, University of Cape Town, Cape Town, South Africa
References
Agrawal, A. (2002). Indigenous knowledge and the politics of classification. International
Social Science Journal, 54(173), 287-297.
Aikenhead, G., & Ogawa, M. (2007). Indigenous knowledge and science revisited. Cultural
Studies of Science Education, 2(3), 539-620.
Kapuire, G. K., & Blake, E. (2011). An attempt to merge local and technological paradigms
in the digital representation of indigenous knowledge. Paper presented at the
Proceedings of the Indigenous Knowledge Technology Conference 2011, Namibia.
Macchi, M., & Oviedo, G. (2008). Indigenous and traditional peoples and climate change:
Issues Paper: International Union for Conservation of Nature.
McGregor, D. (2004). Coming full circle: Indigenous knowledge, environment, and our
future. American Indian Quarterly, 28(3/4), 385-410.
Ngidang, D. (2005). Deconstruction and reconstruction of Native Customary Land tenure in
Sarawak.
東南アジア研究
, 43(1), 47-75.
Siew, S.-T., Yeo, A. W., & Zaman, T. (2013). Participatory Action Research in Software
Development: Indigenous Knowledge Management Systems Case Study Human-
Computer Interaction. Human-Centred Design Approaches, Methods, Tools, and
Environments (pp. 470-479). Berlin Heidelberg: Springer.
Velden, M. V. D. (2010). Design for the contact zone. Paper presented at the Proceedings of
the Seventh International Conference on Cultural Attitudes Towards Communications
and Technology, F. Sudweeks, H. Hrachovec, and C. Ess.
Winschiers-Theophilus, H., Jensen, K., & Rodil, K. (2012). Locally situated digital
representation of indigenous knowledge. Paper presented at the Cultural Attitudes
Towards Technology and Communication, Australia.
Yeo, A. W., Zaman, T., & Kulathuramaiyer, N. (2013). Indigenous Knowledge Management
in the Kelabit community in Eastern Malaysia: insights and reflections for
contemporary KM design. . International Journal of Sociotechnology and Knowledge
Development (IJSKD).
Zaman, T., Yeo, A. W., & Kulathuramaiyer, N. (2011a). Harnessing community’s creative
expression and indigenous wisdom to create value. Paper presented at the Indigenous
Knowledge Technology Conference 2011 (IKTC2011): Embracing Indigenous
Knowledge Systems in a New Technology Design Paradigm, Windhoek, Namibia.
Zaman, T., Yeo, A. W., & Kulathuramaiyer, N. (2011b). Indigenous Knowledge Governance
Framework (IKGF): A holistic model for indigenous knowledge management. Paper
presented at the Second International Conference on User Science and Engineering (i-
USEr2011) Doctoral Consortium, . Kualalumpur.
Zaman, T., Yeo, A. W., & Kulathuramaiyer, N. (2013). Augmenting Indigenous Knowledge
Management with Information and Communication Technology. International
Journal of Services Technology and Management, 19(1/2/3), 12.
Chapter
Full-text available
This chapter explores the role played by Information and Communication Technology tools in the management of indigenous Knowledge in general. Of importance to note, therefore, is the fact that the emergence of Information and Communication Technology tools has opened new avenues in Indigenous Knowledge Management (IKM) which have the potential of playing important roles in the society by making the valuable knowledge available to everyone who recognizes and uses it. Given the nature of indigenous knowledge which is commonly exchanged through personal communication and demonstration exemplified as deriving from the master to the apprentice, from the parents to the children, from the one neighbour to the other and so on. Information and Communication Technology tools appear to be providing as a solution in forestalling the possible extinction of IK.
Chapter
We offer a vision of digitising culture as supporting cultural processes in the digital era, with a particular focus on participatory design approaches. In doing so, we draw on our own experiences of designing a cross-cultural digital community noticeboard with a very remote Australian Aboriginal community. We review several existing local and international perspectives on digitising culture that consider culture as artefacts, knowledge, language, and values, noting a common emphasis on creating cultural repositories and digital representations. We then advocate for a complementary viewpoint that shifts the focus from cultural repositories to cultural performances, informed by postcolonial computing theory. Finally, we highlight a series of open design, methodological, and ethical questions that will guide ongoing participatory design work to ensure that every community can create digital tools to embed in their cultural performance in the everyday, in and on their own terms.
Chapter
Experiential learning of other cultures not only provides knowledge of the protocols and values of a different culture, but also enables the learner to realize there are such differences. It is this awareness that enables us to better understand our own culture and how we communicate within and between cultures. We are using intelligent agents modelling cultural rituals, values and emotional responses within gaming environments to support the learning of cultural competency. In this chapter, we describe the development of cultural knowledge sharing processes. Starting with information sharing, in class role play and recorded material, we are expanding the interactions and scripting options to allow students to experience the conflicts felt by Aboriginal Australians within the mainstream culture. We analyse the different teaching methods and the suitability of the material.
Chapter
Full-text available
This chapter explores the role played by Information and Communication Technology tools in the management of indigenous Knowledge in general. Of importance to note, therefore, is the fact that the emergence of Information and Communication Technology tools has opened new avenues in Indigenous Knowledge Management (IKM) which have the potential of playing important roles in the society by making the valuable knowledge available to everyone who recognizes and uses it. Given the nature of indigenous knowledge which is commonly exchanged through personal communication and demonstration exemplified as deriving from the master to the apprentice, from the parents to the children, from the one neighbour to the other and so on. Information and Communication Technology tools appear to be providing as a solution in forestalling the possible extinction of IK.
Conference Paper
Full-text available
Knowledge creation process in indigenous communities is a less focused but important area of research. We proposed the Tacit-Implicit-Explicit (TIE) model to conceptualize the information and know-how engagement process with indigenous communities. The model is an extension of traditional knowledge creation models. It will provide an insight of the flow and absorption of new information and know-how in indigenous communities and will describe that on the base of new information, how the community flourishes innovation and knowledge creation? A case study of Bario-Buayan community information exchange and knowledge creation is presented while the research is still in progress to collect more case studies from communities and to validate the model.
Article
Full-text available
This article provides a guided tour through three diverse cultural ways of understanding nature: an Indigenous way (with a focus on Indigenous nations in North America), a neo-indigenous way (a concept proposed to recognize many Asian nations’ unique ways of knowing nature; in this case, Japan), and a Euro-American scientific way. An exploration of these three ways of knowing unfolds in a developmental way such that some key terms change to become more authentic terms that better represent each culture’s collective, yet heterogeneous, worldview, metaphysics, epistemology, and values. For example, the three ways of understanding nature are eventually described as Indigenous ways of living in nature, a Japanese way of knowing seigyo-shizen, and Eurocentric sciences (plural). Characteristics of a postcolonial or anti-hegemonic discourse are suggested for science education, but some inherent difficulties with this discourse are also noted.
Article
Full-text available
Contrary to commonly accepted principles of civil society and the ideology of self-determination and governance, the socio-cultural and psychological spaces, territory, boundaries, sovereignty, and customary rights to land resources of the indigenous peoples in Sarawak were not self-determined, but were defined during the course of the last century and a half by the Brooke and colonial administrations and by subsequent postcolonial governments. The first two regimes established their dominion and control over the indigenous peoples in Sarawak through autocratic rule and paternalism. In the pretext of protecting native rights to land resources, expatriate administrators deconstructed these rights, which do not owe their existence to statute, and reframed them on the basis of the land laws of their motherland. When customary rights were subjected to formal land codification under the Torrens land registration system, this codification impinged upon the natives' land inheritance system, their livehood, their cultural identity, human dignity, and right to exist as discrete groups. Compounding effects of this land codification, the coming into existence of legal pluralism, as well as the exercise of administrative convenience in addressing sensitive land issues have become major sources of land conflict between the Dayak community and private developers and loggers in present-day, post-independence Sarawak.
Article
Knowledge audits and assessment help organizations to identify the status of knowledge processes and develop strategies to manage their knowledge-based assets. The structure of Indigenous Knowledge Management Systems IKMS is different from the organisation's Knowledge Management KM systems and mainly based on the tacit and implicit knowledge forms. Hence, the existing organisation's knowledge audit and assessment tools are not addressing the inherent structure of IKMS. The paper addresses this gap and uses a methodological approach for the assessment of Indigenous Knowledge Management IKM processes. The approach is tested in the indigenous Kelabit community of Bario in East Malaysia. The methods used for data collection are survey questionnaire and semi-structured interviews. The study finding argues that indigenous communities exercise the processes of storage, leveraging, sharing and applying knowledge. These processes are a combination of the knowledge and the ways in which this knowledge is put into practice in their daily life activities. These processes may be different but not less effective or less efficient in comparison to organisation's KM processes. The study will help Information and Communication Technology ICT researchers to better understand the structure of IKMS and then use this understanding for designing the technological solution for IKM.
Article
Indigenous knowledge has come to occupy a privileged position in discussions about how development can best be brought about so that finally, it really is in the interests of the poor and the marginalised. It may be true that con- temporary research on and advocacy of indigen- ous knowledge is founded upon the earlier, pioneering writings of many anthropologists and ethnographers (Conklin 1957, Lewis 1975, Wyman 1964). It is also true that many of the questions that occupied earlier researchers who identified themselves as ethnoscientists continue to haunt current work on
Conference Paper
Participatory action Research In Software Methodology Augmentation (PRISMA) is a software development methodology which has been amalgamated with Participatory Action Research (PAR). This paper justifies the inclusion of PAR in software development, and describes the PRISMA methodology vis-à-vis a case study. Specifically, the case study encompasses the development of eToro, an Indigenous Knowledge Management System for the Penans, a remote and rural community in Malaysian Borneo.
Article
Numerous studies have been conducted to elicit and analyse structures within the indigenous knowledge (IK) management systems, which fundamentally differ from technology supported systems. This paper highlights the approaches used in eTORO project by the Institute of Social Informatics and Technological Innovations, UNIMAS with active participation of the local community in Long Lamai, Sarawak. The main objective of the project is to facilitate the community in preserving and transferring their indigenous botanical knowledge (IBK) through proper documentation processes. The project activities include exploring the specific needs of the community, to design the cultural protocols, to develop ICT tools and to clarify the roles of the stakeholders with process flow diagrams which have been developed with the active participation of community. The methodology that is developed for the project is of value to those who work with indigenous communities whose literacy, social and cultural logic and values profoundly differ from others.
Article
The American Indian Quarterly 28.3&4 (2004) 385-410 Traditional Ecological Knowledge (TEK) as a construct of broader society is a relatively recent phenomenon, and the field that supports the acquisition of environmental knowledge from Aboriginal people has rapidly grown over the last two decades. In part, TEK has emerged from the growing recognition that Indigenous people all over the world developed sustainable environmental knowledge and practices that can be used to address problems that face global society. David Suzuki, scientist and environmentalist, writes, "My experience with Aboriginal people convinced me ... of the power and relevance of their knowledge and worldview in a time of imminent global ecocatastrophe." The international community has also recognized the important role Indigenous people and their knowledge can play in global society. In 1987 the Report of the World Commission on Environment and Development (or the Brundtland Report) recognized the important role of Indigenous people in sustainable development. Five years later, at the United Nations Conference on Environment and Development, the Convention on Biodiversity (CBD) was signed, one of two legally binding agreements. The CBD reiterated the important role of Indigenous people and their knowledge for achieving sustainable environmental and resource management. Canada has responded to the challenges brought forth by the Convention on Biodiversity and the Brundtland Report and is incorporating TEK into various environmental decision-making processes. The field of TEK is well on its way to becoming firmly entrenched in the discourse on environmental management and decision making in Canada, particularly in the north where it is part of public policy. The practice and application of TEK research in Canada, and the specific research methods devised to access this knowledge from Aboriginal people, are approximately two decades old. In Indigenous communities themselves, however, the practice of TEK is thousands of years old. If one were to ask, "What is the current state of TEK practice and application in Canada?" a different response would be offered, depending on who was asked. This reflection paper explores the relationship between Indigenous Knowledge (IK) and Traditional Ecological Knowledge. I will also examine the current conception and practice of the field of TEK in Canada. I propose to present this topic along the same lines that I teach in my course, "Indigenous Traditional Ecological Knowledge," in the Aboriginal Studies Program at the University of Toronto. There is a major dichotomy in the realm of TEK that needs to be understood: there is the Aboriginal view of TEK, which reflects an Indigenous understanding of relationships to Creation, and there is the dominant Eurocentric view of TEK, which reflects colonial attitudes toward Aboriginal people and their knowledge. In my view, to understand where TEK comes from one must start with Indigenous people and our own understanding of the world. Therefore, every year when I teach this course I start with Creation stories or those conceptual frameworks that provide an Indigenous understanding of our own relationship to all of Creation. My view is that Indigenous understanding of our relationship to Creation did not start with the arrival of newcomers: there were already well-developed philosophies or conceptual frameworks, ethics, and values that had flourished for thousands of years. I do not begin with the newcomers' understanding of us, with their theories and assertions, but instead start with our own. I believe we can then better understand how and why the field of TEK has evolved as it has. Our stories inform us about our beginnings. All our stories have value and offer insights, but the stories I choose to enhance student understanding of Indigenous Knowledge are the Creation stories of the Haudenosaunee and Anishinaabe. LIKe any story, there are different versions that vary with storytellers or cultural traditions. On the first day of class we listen to the Haudenosaunee Thanksgiving Address—the "Words that Come before all Else," as the address is also called. We also listen to the Anishinaabe Creation and Re-Creation stories and the Haudenosaunee Creation story. It is very important to listen to the address and stories and not take copious notes, as most university students and academics are prone...