Responding to Climate Change: Indigenous knowledge lessons from Nigerian root and tuber farmers

Abstract

This study espoused lessons learnt from Indigenous root and tuber farmers’ responses to Climate Change in Nigeria. Situated Learning Theory and Participatory Phenomenology framed the study. Data were generated using focus group discussions, in-depth interview and participant observation. An inductive thematic analysis was applied on the data. The experience of Climate Change by the farmers has been change in rainfall pattern and other indicators were identified. The farmers respond to Climate Change using their Indigenous knowledge of water conservation by making mounds, maintain soil fertility by practising crop rotation, use compost made from household wastes and sustainable use of natural resources. The farmers’ preference for adapting to Climate Change using Indigenous knowledge was attributed to Indigenous knowledge being effective, easily accessible and inexpensive along with their apathy to scientific interventions. The study recommended possible ways of including the documented Indigenous knowledge into mainstream adaptation strategies and Agricultural Curriculum in Nigeria.