Indigenous knowledge is often dismissed as ‘traditional and outdated’, and hence irrelevant to modern ecological assessment. This theoretical paper critically examines the arguments advanced to elevate modern western ecological knowledge over indigenous ecological knowledge, as well as the sources and uses of indigenous ecological knowledge. The central argument of the paper is that although the two systems are conceptually different, it would be fallacious to regard one as superior to (...) the other merely because they are premised on different worldviews. (shrink)

This paper reviews a selection of the literature that focuses on indigenous ecological knowledge systems and the accompanying cosmology and myth. Traditional ecological knowledge may not be obvious to the western trained scientist or the development worker since it may be disguised in the form of cosmology and ritual. The paper argues that the development process must be based on an understanding of traditional ecological knowledge if projects are to be sustainable both environmentally (...) and sociologically. (shrink)

Current debates about the integration of traditional and academic ecological knowledge struggle with a dilemma of division and assimilation. On the one hand, the emphasis on differences between traditional and academic perspectives has been criticized as creating an artificial divide that brands TEK as “non-scientific” and contributes to its marginalization. On the other hand, there has been increased concern about inadequate assimilation of Indigenous and other traditional perspectives into scientific practices that disregards the holistic nature and values (...) of TEK. The aim of this article is to develop a practice-based account of the epistemic relations between TEK and AEK that avoids both horns of the dilemma. While relations between TEK and AEK are often described in terms of the “holistic” nature of the former and the “mechanistic” character of the latter, we argue that a simple holism–mechanism divide misrepresents the epistemic resources of both TEK and AEK. Based on the literature on mechanistic explanations in philosophy of science, we argue that holders of TEK are perfectly capable of identifying mechanisms that underlie ecological phenomena while AEK often relies on non-mechanistic strategies of dealing with ecological complexity. Instead of generic characterizations of knowledge systems as either mechanistic or holistic, we propose to approach epistemic relations between knowledge systems by analyzing their heuristics in practice. (shrink)

Journal of Philosophy of Education, EarlyView.

A decision-tree model of an indigenous forest management system centered around shamu (Cunninghamia lanceolata),an important timber species in China, was constructed from extensive interviews with peasants in two villages in Fujian Province, China. From this model additional interviews were conducted to elicit from these peasants their reasons for selecting among decision alternatives. Those reasons that were of an ecological nature were discussed in detail with the peasants to elicit indigenous interpretations of ecological processes in order to (...) test an hypothesis that a strong analogy exists between traditional indigenous and scientific knowledge of ecological processes.Three cases are presented that test this hypothesis. These three cases concern the effect of intercrops on the growth of shamu,the relative merits of seedlings and root collar sprout cuttings for forest regeneration, and the effects of repeated plantings of shamuon soil chemistry. All three cases provide strong support for the research hypothesis and suggest that, even in the absence of a formalized scientific method, humans exercise mental processes typical of scientific thinking. This phenomenon is called proto-science. (shrink)

Drawing on original ethnobotanical and anthropological research among Indigenous peoples across the Amazon, we examine synergies and dissonances between Indigenous and Western scientific knowledge about the environment, resource use, and sustainability. By focusing on the sensory dimension of Indigenous engagements with the environment—an approach we have described as “sensory ecology” and explored through the method of “phytoethnography”—we promote a symmetrical dialogue between Indigenous and scientific understandings around such phenomena as animal–plant mutualisms, phytochemical toxicity, sustainable forest (...) management in “multinatural” landscapes, and the emergence of new diseases like the novel coronavirus SARS-CoV-2 (COVID-19). Drawing examples from our own and other published works, we explore the possibilities and limitations of a “parallax view” attempting to hold Indigenous and scientific knowledge in focus simultaneously. As the concept of “bioeconomy” emerges as a key alternative for sustainable development of the Amazon, we encourage a critical and urgent engagement between dominant Western conceptions and Indigenous Amazonian knowledge, practices, and cultural values. Cognitive science, which has long contributed to studies of Indigenous categorization and conceptualization of the natural world, continues to play an important role in building bridges of mutual communication and respect between Indigenous and scientific approaches to sustainability and biodiversity conservation. (shrink)

In a recent paper, Allen Carlson moves away from a purely scientific–cognitive framework for environmental aesthetics towards a ‘combination position’ based on the ecoaesthetics theorised by Xiangzhan Cheng. Carlson argues that only an aesthetics informed by ecological knowledge can offer the correct foundations for the continued relevance of environmental aesthetics to environmental ethics. However, closer analysis of Cheng's theory of ecoaesthetics reveals a number of problems related to questions of anthropocentrism and in particular, the issue of an ethic (...) based on love. In this paper, I offer an alternative approach for the future of environmental aesthetics in the form of an intergenerational aesthetics based on Indigenous and Local Knowledge (ILK). (shrink)

This essay examines the persistent engagement with cosmopolitan inclusivity through the endorsement of indigenous sacredness in works of ethnographic fiction. I focus on Ursula K. Le Guin’s Always Coming Home, James Cameron’s Avatar, and Taiwanese writer Ming-yi Wu’s science fiction The Man with the Compound Eyes, three iconic environmental representations of indigenous knowledge. These texts illustrate how indigenous thinking has very often been transformed from place-bound, locally-embedded cultural traditions to an embodiment of Euro-American eco-spirituality that overturns (...) both national boundaries and the humannature divide at the turn of the twenty-first century. In settler environmental narratives, the insistence on the ethnographic mode strengthens the desire for authenticity and intimacy. (shrink)

Current controversies about knowledge integration reflect conflicting ideas of what it means to “take Indigenous knowledge seriously”. While there is increased interest in integrating Indigenous and Western scientific knowledge in various disciplines such as anthropology and ethnobiology, integration projects are often accused of recognizing Indigenous knowledge only insofar as it is useful for Western scientists. The aim of this article is to use tools from philosophy of science to develop a model of both (...) successful integration and integration failures. On the one hand, I argue that cross-cultural recognition of property clusters leads to an ontological overlap that makes knowledge integration often epistemically productive and socially useful. On the other hand, I argue that knowledge integration is limited by ontological divergence. Adequate models of Indigenous knowledge will therefore have to take integration failures seriously and I argue that integration efforts need to be complemented by a political notion of ontological self-determination. (shrink)

Although the potential of indigenous knowledge in sustainable natural resource management has been recognized, methods of gathering and utilizing it effectively are still being developed and tested. This paper focuses on various methods used in gathering knowledge on the use and management of tree fodder resources among the Maasai community of Kenya. The methods used were (1) a household survey to collect socio-economic data and identify key topics and informants for the subsequent knowledge elicitation phase; (2) (...) semi-structured interviews using key informants to gather in-depth information; (3) tree inventory to collect quantitative data on the ecological status of trees and shrubs on rangelands; and (4) group consensus method to countercheck information elicited from key informants. Study results obtained show that the use of multiple methods in an appropriate sequence is an effective way of building upon the information elicited from each stage. It also facilitates the collection of different types of data and knowledge allowing a measure of triangulation, which can be used to confirm the validity and consistency of indigenous knowledge. Multiple methods also allow the collection of more knowledge than can be obtained if only one method is used. Therefore, it is recommended that future studies on indigenous knowledge systems use multiple methods that combine both individual and group interviews in order to obtain more complete and accurate information. (shrink)

The study of agriculture in ancient societies is of vital importance for the understanding of their ecological basis. This article discusses data gathered from Alonso de Molina's dictionary, published in Mexico City in 1571. Molina's information on soil, rain, plants, technology, and human labor applied to agricultural activities gives a picture of the complexity of the several native agricultural systems practiced at that time. Since the Sixteenth Century, native agriculture was impacted by the introduction of new plants, animals, agricultural (...) equipment, and techniques from the Old World. A combination of the two agricultural models conform a new Mexican model of agriculture along the Colonial times. The knowledge of Sixteenth Century agricultural systems is fundamental for the understanding of the history and the conformation of contemporary agro-ecosystems. Recent studies on ecology and social anthropology agree on the necessity to take into account historical data for the discussion of ecological sustainability. (shrink)

In this paper the author focuses on Australian land management and in particular on the environmental management issues that could have been prompted by the High Court recognition in 1996 (in Wik Peoples v. The State of Queensland) that native title to land and pastoral leaseholdings can co‐exist. Drawing on themes of self‐determination and co‐existence, the paper looks at more specific topics such as aboriginal title to land—what has been called land rights or native title in Australia—and some implications of (...) that for land, sea and resource management. Central to this analysis are competing theories of Aboriginal land management and links between Aboriginal traditional knowledge and conservation of species. These are illustrated through the marine mammal, the dugong. The Australian debates lead to the Canadian debates and then to Scandinavia and the role of the Sami people in protection and management of the Arctic region. Issues of indigenous self determination inevitably provide an overall theme to these discussions. As a matter of global concern, the paper asks, but does not decide, whether indigenous peoples may manage fragile eco‐systems more effectively than outsiders. It maintains that what is important in this context is a broader question. This concerns how culturally inclusive land and resource management can emerge from recognition of indigenous land and human rights and how comparative developments can provide crucial cross‐jurisdictional information for future developments and opportunities in the interests of environmental conservation. (shrink)

Currently the focus of a heated debate among indigenous peoples, human rights advocates, crop breeders, pharmaceutical companies, conservationists, social scientists, and lawyers, the proposal would allow impoverished people in biologically rich areas to realize an economic return from resources under their care. Monetary compensation could both validate their knowledge and provide them with an equitable reward for sharing it, thereby compensating biological stewardship and encouraging conservation.

Resource extraction companies worldwide are involved with Indigenous peoples. Historically these interactions have been antagonistic, yet there is a growing public expectation for improved ethical performance of resource industries to engage with Indigenous peoples. (Crawley and Sinclair, Journal of Business Ethics 45, 361–373 (2003)) proposed an ethical model for human resource practices with Indigenous peoples in Australian mining companies. This paper expands on this work by re-framing the discussion within the context of sustainable development, extending it to (...) Canada, and generalizing to other resource industries. We argue that it is unethical to sacrifice the viability of Indigenous cultures for industrial resource extraction; it is ethical to engage with indigenous peoples in a manner consistent with their wishes and needs as they perceive them. We apply these ideas to a case study in the coastal temperate rainforest of Clayoquot Sound, British Columbia, Canada. In this case a scientific panel comprised of Nuu-Chah-Nulth elders, forest scientists and management professionals, achieved full consensus on developing sustainable forest practice standards by drawing equally on Indigenous traditional ecological knowledge and Western science in the context of one of the most heated and protracted environmental conflicts in Canadian history. The resulting sustainable forest practice standards were later adopted by leading forestry firms operating on the coast. Our analysis of this scientific panels success provides the basis for advancing an ethical approach to sustainable development with Indigenous peoples. This ethical approach is applicable to companies working in natural resource industries where the territories of Indigenous peoples are involved. (shrink)

Transdisciplinary research challenges the divide between Indigenous and academic knowledge by bringing together epistemic resources of heterogeneous stakeholders. The aim of this article is to explore causal explanations in a traditional fishing community in Brazil that provide resources for transdisciplinary collaboration, without neglecting differences between Indigenous and academic experts. Semi-structured interviews were carried out in a fishing village in the North shore of Bahia and our findings show that community members often rely on causal explanations for local (...) ecological phenomena with different degrees of complexity. While these results demonstrate the ecological expertise of local community members, we also argue that recognition of local expertise needs to reflect on differences between epistemic communities by developing a culturally sensitive model of transdisciplinary knowledge negotiation. (shrink)

Indigenous cultures of North America confronted a problem of knowledge different from that of canonical European philosophy. The European problem is to identify and overcome obstacles to the perfection of knowledge as science, while the Indigenous problem is to conserve a legacy of practice fused with a territory. Complicating the difference is that one of these traditions violently colonized the other, and with colonization the Indigenous problem changes. The old problem of inter-generational stability cannot be (...) separated from the post-colonial problem of sovereignty in the land where the knowledge makes sense. I differentiate the question of the value of knowledge (Part 1), and its content (Part 2). The qualities these epistemologies favor define what I callceremonial knowledge, that is, knowledge that sustains a ceremonial community. The question of content considers the interdisciplinary research of Indigenous and Traditional Ecological Knowledge, as well as the issue of epistemic decolonization. (shrink)

Indigenous cultures of North America confronted a problem of knowledge different from that of canonical European philosophy. The European problem is to identify and overcome obstacles to the perfection of knowledge as science, while the Indigenous problem is to conserve a legacy of practice fused with a territory. Complicating the difference is that one of these traditions violently colonized the other, and with colonization the Indigenous problem changes. The old problem of inter-generational stability cannot be (...) separated from the post-colonial problem of sovereignty in the land where the knowledge makes sense. I differentiate the question of the value of knowledge (Part One), and its content (Part Two). The qualities these epistemologies favor define what I call ceremonial knowledge, that is, knowledge that sustains a ceremonial community. The question of content considers the interdisciplinary research of Indigenous and Traditional Ecological Knowledge, as well as the issue of epistemic decolonization. (shrink)

The aim of this article is to discuss the relation between indigenous and scientific kinds on the basis of contemporary ethnobiological research. I argue that ethnobiological accounts of taxonomic convergence-divergence patters challenge common philosophical models of the relation between folk concepts and natural kinds. Furthermore, I outline a positive model of taxonomic convergence-divergence patterns that is based on Slater's [2014] notion of “stable property clusters” and Franklin-Hall's [2014] discussion of natural kinds as “categorical bottlenecks.” Finally, I argue that this (...) model is not only helpful for understanding the relation between indigenous and scientific kinds but also makes substantial contributions to contemporary debates about natural kinds.to contemporary debates about natural kinds. (shrink)

Singularizing progressive time bounds pasts, presents, and futures to cause-effect chains overdetermining existence in education and social life more broadly. Indigenous Futures and Learnings Taking Place disrupts the common sense of "futures" in education or "knowledge for the future" by examining the multiplicity of possible destinies in coexistent experiences of living and learning. Taking place is the intention this book has to embody and word multiplicity across the landscapes that sustain life. The book contends that Indigenous perspectives (...) open spaces for new forms of sociality and relationships with knowledge, time, and landscapes. Through Goanna walking and caring for Country; conjuring encounters between forests, humans, and the more-than-human; dreams, dream literacies, and planes of existence; the spirit realm taking place; ancestral luchas; Musquem Land pedagogies; and resoluteness and gratitude for atunhetsla/the spirit within, the chapters in the collection become politicocultural and (hi)storical statements challenging the singular order of the future towards multiple encounters of all that is to come. In doing so, Indigenous Futures and Learnings Taking Place offers various points of departure to (hi)story educational futures more responsive to the multiplicities of lives in what has not yet become. The contributors in this volume are Indigenous women, women of Indigenous backgrounds, Black, Red, and Brown women, and women whose scholarship is committed to Indigenous matters across spaces and times. Their work in the chapters often defies prescriptions of academic conventions, and at times occupies them to enunciate ontologies of the not yet. As people historically fabricated "women," their scholarly production critically intervenes on time to break teleological education that births patriarchal-ized and master-ized forms of living. What emerges are presences that undiscipline education and educationalized social life breaking futures out of time. This book will be of great interest to students and scholars of Indigenous studies, future studies, post-colonial studies in education, settler colonialism and coloniality, diversity and multiculturalism in education, and international comparative education. (shrink)

Singularizing progressive time bounds pasts, presents, and futures to cause-effect chains overdetermining existence in education and social life more broadly. Indigenous Futures and Learnings Taking Place disrupts the common sense of "futures" in education or "knowledge for the future" by examining the multiplicity of possible destinies in coexistent experiences of living and learning. Taking place is the intention this book has to embody and word multiplicity across the landscapes that sustain life. The book contends that Indigenous perspectives (...) open spaces for new forms of sociality and relationships with knowledge, time, and landscapes. Through Goanna walking and caring for Country; conjuring encounters between forests, humans, and the more-than-human; dreams, dream literacies, and planes of existence; the spirit realm taking place; ancestral luchas; Musquem Land pedagogies; and resoluteness and gratitude for atunhetsla/the spirit within, the chapters in the collection become politicocultural and (hi)storical statements challenging the singular order of the future towards multiple encounters of all that is to come. In doing so, Indigenous Futures and Learnings Taking Place offers various points of departure to (hi)story educational futures more responsive to the multiplicities of lives in what has not yet become. The contributors in this volume are Indigenous women, women of Indigenous backgrounds, Black, Red, and Brown women, and women whose scholarship is committed to Indigenous matters across spaces and times. Their work in the chapters often defies prescriptions of academic conventions, and at times occupies them to enunciate ontologies of the not yet. As people historically fabricated "women," their scholarly production critically intervenes on time to break teleological education that births patriarchal-ized and master-ized forms of living. What emerges are presences that undiscipline education and educationalized social life breaking futures out of time. This book will be of great interest to students and scholars of Indigenous studies, future studies, post-colonial studies in education, settler colonialism and coloniality, diversity and multiculturalism in education, and international comparative education. (shrink)

Indigenous peoples possess enormously rich and articulated knowledge of the natural world. A major goal of research in anthropology and ethnobiology as well as ecology, conservation biology, and development studies is to find ways of integrating this knowledge with that produced by academic and other institutionalized scientific communities. Here I present a challenge to this integration project. I argue, by reference to ethnographic and cross-cultural psychological studies, that the models of the world developed within specialized academic disciplines (...) do not map onto anything existing within traditional beliefs and practices for coping with nature. Traditional ecological knowledge is distributed across a heterogeneous array of overlapping practices within Indigenous cultures, including spiritual and ritual practices that invoke categories, properties, and causal-explanatory models that do not in general converge with those of the academic sciences. In light of this divergence I argue that we should abandon the integration project, and conclude by sketching a notion of knowledge coordination as a possible successor framework. (shrink)

Considerable attention has focussed on the potential of indigenous agricultural knowledge for sustainable development. Drawing upon fieldwork on the soil and water management principles of rice farming systems in Senegambia, this paper examines the potential of the traditional system for a sustainable food security strategy. Problems with pumpirrigation are reviewed as well as previous efforts in swamp rice development. It is argued that sustainability depends on more than ecological factors and in particular, requires sensitivity to socio-economic parameters (...) such as the labor demands of the food security strategy, the sexual division of labor, and food pricing policies. (shrink)

Do cultural models facilitate particular ways of perceiving interactions in nature? We explore variability in folkecological principles of reasoning about interspecies interactions. In two studies, Indigenous Panamanian Ngöbe and U.S. participants interpreted an illustrated, wordless nonfiction book about the hunting relationship between a coyote and badger. Across both studies, the majority of Ngöbe interpreted the hunting relationship as cooperative and the majority of U.S. participants as competitive. Study 2 showed that this pattern may reflect different beliefs about, and perhaps (...) different awareness of, plausible interspecies interactions. Further probes suggest that these models of ecological interaction correlate with recognition of social agency in nonhuman animals. We interpret our results in terms of cultural models of nature and nonhuman agency. (shrink)

This paper explores a colonial controversy: the imposition of state rules to limit salmon fishing in a Scandinavian subarctic river. These rules reflect biological fish population models intended to preserve salmon populations, but this river has also been fished for centuries by indigenous Sámi people who have their own different practices and knowledges of the river and salmon. In theory, the Norwegian state recognizes traditional ecological knowledge and includes this in its biological assessments, but in practice this (...) does not happen, so Sámi fishing practices and the realities that they enact are disappearing. This paper explores how to conceptualize colonial differences in knowing. Drawing on recent anthropology, it asks how “settler” and “nomadic” enact worlds and their realities, suggesting that, unlike the latter, the former create a single reality intolerant of alternatives. The focus is thus on a “politics of how” and the ways in which colonial realities and knowledges might intersect less destructively. (shrink)

Earth’s Insights is about more than indigenous North American environmental attitudes and values. The conclusions of Hester, McPherson, Booth, and Cheney about universal indigenous environmental attitudes and values, although pronounced with papal infallibility, are based on no evidence. The unstated authority of their pronouncements seems to be the indigenous identity of two of the authors. Two other self-identified indigenous authors, V. F. Cordova and Sandy Marie Anglás Grande, argue explicitly that indigenous identity is sufficient authority (...) for declaring what pre-Columbian indigenous environmental attitudes and values were. Exclusive knowledge claims based on essentialist racial-cultural identity, though politically motivated, are politically risky. They may inadvertently legitimate more noxious and dangerous racial-cultural identity politics and exclusion of those who identify themselves (or are identified by others) in oppositional racialcultural terms from full and equal participation in the political and economic arenas of the prevailing culture. Biologically, racial differences are entirely superficial; Homo sapiens is a single, homogeneous species. Contrary to Hester et al., ethnic conflict was common among pre-Columbian indigenous North American peoples. Other indigenous authors, among them McPherson, have found my comparison of pre-Columbian indigenous North American attitudes and values with the Aldo Leopold land ethic to be illuminating. I wish I had not said that pre-Columbian indigenous North American attitudes and values are “validated” by ecology, but rather that they and ecology are “mutually validating.”. (shrink)

Centering Indigenous philosophical considerations, ecologies are best understood as kinship arrangements among humans, other-than-human beings, and spiritual and abiotic entities who together through the land share a sphere of responsibility based on both care and what Daniel Wildcat calls “multigenerational spatial knowledge.” Ecologically speaking, all kin can become persons by participating in processes of socialization whereby one engages in practices and performances that support responsible relations both within and across ecologies. Spheres of responsibility are not operable strictly within (...) human relationships, nor do what count as responsibilities necessarily center on the human. No being is born a person or automatically earns this status. Personhood must be gained and can be lost. Indeed, under current ecological conditions across the planet, we arguably inhabit a world full of marginal cases. (shrink)

In this contribution, an overview of the distinct ways in which the interplay between knowledge, values, and beliefs took shape in the South African context since 1948 is offered. This is framed against the background of the paleontological significance of South Africa and an appreciation of indigenous knowledge systems, but also of the ideological distortion of knowledge and education during the apartheid era through the legacy of neo-Calvinism. The overview includes references to discourse on human rationality, (...) on the use of social sciences in theological reflection, on the teaching of evolution in public schools, on science and religion, and on religion and ecology. The essay concludes with a survey of some of the major voices regarding the interface between religion and science in South Africa. (shrink)

In Nuu-chah-nulth, the word tsawalk means "one." It expresses the view that all living things - humans, plants, and animals - form part of an integrated whole brought into harmony through constant negotiation and mutual respect for the other. Contemporary environmental and political crises, however, reflect a world out of balance, a world in which Western approaches for sustainable living are not working. In Principles of Tsawalk, hereditary chief Umeek builds upon his previous book, Tsawalk: A Nuu-chah-nulth Worldview, to elaborate (...) an alternative framework for responding to global environmental and political crises and to indigenous peoples' poverty, dispossession, and displacement in the realms of education and politics. These problems, Umeek argues, stem from an historical and persistent failure to treat all peoples and life forms with respect and accord them constitutional recognition. By contrast, the Nuu-chah-nulth principles of recognition, consent, and continuity, embodied in songs, language, and ceremonies, hold the promise of achieving sustainable lifeways in this shared struggle for balance. By weaving together Nuu-chah-nulth and Western worldviews, hereditary chief Umeek creates a new philosophical foundation for building more equitable and sustainable communities. Umeek (E. Richard Atleo), a hereditary Nuu-chah-nulth chief, is a research liaison at the University of Manitoba and an associate adjunct professor at the University of Victoria. He is the author of Tsawalk: A Nuu-chah-nulth Worldview. (shrink)

This article develops an account of local epistemic practices on the basis of case studies from ethnobiology. I argue that current debates about objectivity often stand in the way of a more adequate understanding of local knowledge and ethnobiological practices in general. While local knowledge about the biological world often meets criteria for objectivity in philosophy of science, general debates about the objectivity of local knowledge can also obscure their unique epistemic features. In modification of Ian Hacking’s (...) suggestion to discuss “ground level questions” instead of objectivity, I propose an account that focuses on both epistemic virtues and vices of local epistemic practices. (shrink)

Ethnobiology has become increasingly concerned with applied and normative issues such as climate change adaptation, forest management, and sustainable agriculture. Applied ethnobiology emphasizes the practical importance of local and traditional knowledge in tackling these issues but thereby also raises complex theoretical questions about the integration of heterogeneous knowledge systems. The aim of this article is to develop a framework for addressing questions of integration through four core domains of philosophy -epistemology, ontology, value theory, and political theory. In each (...) of these dimensions, we argue for a model of “partial overlaps” that acknowledges both substantial similarities and differences between knowledge systems. While overlaps can ground successful collaboration, their partiality requires reflectivity about the limitations of collaboration and co-creation. By outlining such a general and programmatic framework, the article aims to contribute to developing “philosophy of ethnobiology” as a field of interdisciplinary exchange that provides new resources for addressing foundational issues in ethnobiology and also expands the agenda of philosophy of biology. (shrink)

This paper emerges from and aims to contribute to conversations on agricultural biodiversity loss, value, and renewal. Standard international responses to the crisis of agrobiodiversity erosion focus mostly on ex situ preservation of germplasm, with little financial and strategic support for in situ cultivation. Yet, one agrarian collective in the Peruvian Andes—the Parque de la Papa (Parque)—has repatriated a thousand native potatoes from the gene bank in Lima so as to catalyze in situ regeneration of lost agricultural biodiversity in the (...) region. Drawing on participant action research and observation, this paper engages with the projects underway at the Parque—as well as “indigenous biocultural heritage” (IBCH), the original action-framework guiding the Parque’s work. IBCH grounds the ecology of successful crop diversity within the Andean cosmovisión, or worldview—which is included, but marginalized, in mainstream agrobiodiversity conservation policies. The IBCH concept counters apolitical renderings of agrobiodiversity erosion, arguing that this disregard of biocultural heritage perpetuates colonialist devaluations of efficacious “traditional ecological knowledge” and epistemologies. Accordingly, this paper discerns here an on-site, or in situ, political ecology of agricultural biodiversity conservation. (shrink)

This chapter contains sections titled: Context: Hunting from an Anishinabe Perspective Teachings on Hunting Hunting and Awareness Notes.

A large section of the population (70%) of Uttarakhand largely depends upon agricultural based activities for their livelihood. Rural community of the mountains has developed several indigenous and traditional methods of farming to conserve the crop diversity and rejoice agrodiversity with religious and cultural vehemence. Traditional food items are prepared during occasion, festivals, weddings, and other religious rituals from diversified agrodiversity are a mean to maintain agrodiversity in the agriculture system. Agrodiversity is an insurance against disease and extreme climatic (...) fluctuations, as a coping mechanism in times of scarcity, as a means to enhance overall productivity of farms, as a source of critical nutrition and medicine in the Himalayan region. The different traditional system of agriculture and indigenous method of maintaining soil fertility, socio-cultural and religious rituals has saved many crops that are under threatened category. But all these system and practices are ignored nauseatingly in hill agriculture policy, where more emphasis was given for plain areas. Less emphasis is being put on local systems that rely on existing natural, human, and social assets such as biodiversity, traditional knowledge, and social capital underpinning collective action to ensure food security. Of late, development planners have realized the importance of appropriate technologies and therefore have stressed the need for on-site training, and capacity building of user groups in rural areas of the region. Rural technology demonstration and training center have been supposed as a means disseminating technologies enabling improvement in the yield potential of farms, income generation from off-farm activities, and conservation and efficient use of natural resources. There is a strong need to bring desirable changes in the agricultural policy, research, and development in reference to mountainous regions. The present paper describe present scenario of agriculture, traditional, and socio-cultural practices of retaining soil fertility and agrodiversity, policy dimensions, and strategies for management of the Himalayan agroecosystems. (shrink)

Warming temperatures in the circumpolar north have led to new discussions around climate-driven frontiers for agriculture. In this paper, we situate northern food systems in Canada within the corporate food regime and settler colonialism, and contend that an expansion of the conventional, industrial agriculture paradigm into the Canadian North would have significant socio-cultural and ecological consequences. We propose agroecology as an alternative framework uniquely accordant with northern contexts. In particular, we suggest that there are elements of agroecology that are (...) already being practiced in northern Indigenous communities as part of traditional hunter-gatherer food systems. We present a framework for agroecology in the North and discuss its components of environmental stewardship, economies, knowledge, social dimensions and governance using examples from the Dehcho region, Northwest Territories, Canada. Finally, we discuss several challenges and cautions in creating policy around agroecology in the North and encourage community-based research in developing and testing this framework moving forward. (shrink)

We expose some representations and practices related to the natural environment among Nahua peasants in a village located at the western boundary of Puebla and Guerrero states, in Mexico. Information was obtained by individual interviews and focal groups' work, following an open guide with ecological items considered as rooted in Mesoamerican cultures. The use of some local, vegetal resources, and the local perception of changes, mainly in the water availability, is documented. Survival strategies involve ancestral representations and material products, (...) and entail a high grade of pragmatism. “Natural environment” is framed in a local culture that involves relational and sacred dimensions, usually omitted in other approaches. Hence, for the Temalac peasants, there is no dissection, at an operative level, between “natural facts” and personal or social ones, being these often considered as determinant for the quality and accessibility of resources and weather conditions. We discuss the challenge for these elements posed by a growing migration rate and an increasing external influence. (shrink)

This article outlines the ecological and ethnobotanical characteristics of the monkey-puzzle tree (Araucariaaraucana), a long-lived conifer of great importance to the indigenous population living in and around its range in the southern Andes. The article also considers the pre-Columbian and historical use of indigenous fire technology. Conclusive evidence of indigenous burning is unavailable. However, our knowledge of native fire ecology elsewhere and our understanding of monkey-puzzle's ecological response to fire suggest that indigenous people (...) probably burned in the past to facilitate the growth of monkey-puzzle trees relative to other species. The obstacles to recovering and redeploying a defunct fire-based production strategy include the vulnerable condition of monkey-puzzle stands after decades of intense logging and burning (by non-indigenous settlers), inadequate access to land and resources by the region's indigenous inhabitants, livestock pressure, depletion of game animals that were once hunted with fire, and reluctance by indigenous people to embrace old production strategies that have been supplanted by new ones based on domesticated animals and crop cultivation. Prescribed burns in selected areas offer an effective way to assess the feasibility of indigenous burning as an alternative to more conventional development initiatives. (shrink)

This article examines how the authorization of scientific discourses in the US Endangered Species Act of 1973 has influenced the ways people make claims about culturally significant animals. In it, I focus on struggles over the management of two endangered fish species among a federally recognized Native American tribe, state resource managers, and other actors. I discuss how the requirements of the ESA, namely that decisions regarding the protection of endangered species must be made based “solely on the basis of (...) the best scientific…data available,” have pushed people to reframe their cultural claims about the environment as scientific claims in order to gain legal authority. I argue that these animals span the social worlds of indigenous hunters and fishers, regulators, and ecological scientists. As such, they offer the opportunity to interrogate the relationships among ways of knowing the environment. I suggest that strict divisions among “types” of knowledge as well as hard-and-fast bonds between groups and “their” knowledge become problematic. Instead, people assemble eclectic articulations of knowledge to make the most authoritative claim possible in a given context, contradicting the assumption that certain people know the world only, or primarily, in a particular way. (shrink)

Teaching is hypothesized to be a species-typical behavior in humans that contributed to the emergence of cumulative culture. Several within-culture studies indicate that foragers depend heavily on social learning to acquire practical skills and knowledge, but it is unknown whether teaching is universal across forager populations. Teaching can be defined ethologically as the modification of behavior by an expert in the presence of a novice, such that the expert incurs a cost and the novice acquires skills/knowledge more efficiently (...) or that it would not acquire otherwise. One behavioral modification hypothesized to be an adaptation for teaching is ostensive communication—exaggerations of prosody and gesture that signal intent to transmit generalizable knowledge and indicate the intended receiver. On this view, the use of ostensive communication in conjunction with the transmission of generalizable knowledge constitutes evidence of teaching. Oral storytelling appears to meet these criteria: Indigenous peoples regard their traditions as important sources of ecological and social knowledge, and oral storytelling is widely reported to employ paralinguistic communication. To test this hypothesis, descriptions of performed narrative in forager societies were coded for the use of 14 ostensive-communicative behaviors and the presence of generalizable knowledge. Although biased toward North America, the study sample comprised 53 forager cultures spanning five continents, 34 language families, and diverse biomes. All cultures evinced the predicted behaviors. Results suggest that foragers use storytelling as a mode of instruction, thus providing cross-cultural evidence of teaching in forager populations. (shrink)

While the agricultural knowledges and practices of Black, Indigenous, and People of Color and women have shaped agriculture in the US, these knowledges have been colonized, exploited, and appropriated, cleaving space for the presently dominant white male agricultural narrative. Simultaneously, these knowledges and practices have been transformed to fit within a society that values individualism, production, efficiency, and profit. The authors use a decolonial Feminist Political Ecology framework to highlight the ways in which the knowledges of Indigenous, Black, (...) and women farmers have been and are being colonized; a tradition that makes alternative agriculture a predominantly white space. The authors interviewed 10 BIPOC and women farmers in Colorado to understand what values and knowledges were shaping their often-appropriated agricultural practices. Three themes emerged: people, place, and patterns. By centering these values, farmers create relational agricultural practices that support the well-being of human and more-than-human beings. To support the widespread implementation of these practices, food systems practitioners must elevate the voices and knowledges of historically excluded farmers. Only then can truly just and equitable alternative agricultural practices be realized in the US. (shrink)

To investigate the unique kinds of mentality involved in skilled performance, this paper explores the performance ecology of the Māori haka, a ritual form of song and dance of the indigenous people of Aotearoa New Zealand. We respond to a recent proposal to program robots to perform a haka as ‘cultural preservationists’ for ‘intangible cultural heritage’. This ‘Robot Māori Haka’ proposal raises questions about the nature of skill and the transmission of embodied knowledge; about the cognitive and affective (...) experiences cultivated in indigenous practices like haka; and about the role of robots in the archival aspirations of human societies. Reproducing haka, we suggest, requires more than copying physical actions; preserving the ‘intangible’ entails more than programming postures and movements. To make this case, we discuss the history of European responses to the haka, and analyse its diverse performance features in cultural context. Arguing that indigenous movement practices incorporate genuinely embodied knowledge, we claim that skilled performance of haka is deeply mindful, embodying and transmitting dynamic, culturally shared understandings of the natural and social world. The indigenous psychologies incorporated in haka performance are animated by a shared history integrated with its environment. Examining haka performance through the lens of 4E cognitive skill theory for mutual benefit, we discuss the effects of synchrony in collective action, the social and environmental scaffolding of affect and emotion, and the multilayered relations between past and present. Culturally-embedded systems of skilled movement like the Māori haka may, we suggest, constitute specific ways of thinking and feeling. (shrink)

Recent trends in agriculturalresearch and development emphasize the need forfarmer participation. Participation not onlymeans farmers' physical presence but also theuse of their knowledge and expertise.Understanding potentials and drawbacks of theirlocal knowledge system is a prerequisite forconstructive collaboration between farmers,scientists, and extension services.An ethnoentomological study, conducted in aTharu village in Nepal, documents farmers'qualitative and quantitative knowledge as wellas perceptions of insects and pest management,insect nomenclature and classification, andissues related to insect recognition and localbeliefs. The study offers a basis (...) to improvepest management programs in terms of efficacyand acceptance. It demonstrates, for instance,that a concept of pests and beneficials isvirtually missing in traditional farmingcommunities and that the Tharu folkclassification profoundly differs from thescientific classification, but is not radicallydifferent from other folk entomologicalsystems. Insects belong to the taxa calledkiraa consisting of arthropods andnon-arthropods that interact with humans. Theyare classified in several overlappinghierarchies where locomotion and human impactplay major roles while morphological criteriaare almost irrelevant. Recognition ofkiraa, however, is dominated by agriculturalaspects followed by physiological-behavioral,ecological, and human-directed features.Morphological criteria play a minor role. Innomenclature, however, the insects' physicalappearance is more important than otherfeatures. The study further shows that male andfemale farmers have different perceptions ofkiraa.The insect-related knowledge system of theTharu has prevented farmers from using modernpesticides in the past. In the course ofmodernization, however, some aspects of theirknowledge system could become obsolete andprove disadvantageous to their livelihood andagro-ecosystems. (shrink)

Indigenous agricultural knowledge (IAK) can be analyzed for its technical role in food production strategies, and for its role as cultural knowledge producing and reproducing mutual understanding and identity among the members of a farming group. IAK can also be approached from the perspective of critical theory, analyzing the relationship between knowledge and relations of power, with the goal of liberating indigenous farmers from forms of domination. The paper considers relationships between the different aspects of (...) IAK, using examples of the influence of non-local technologies and ideas on indigenous agricultural practices in the Ecuadorian Andes. The examples elucidate how technical change is a signifier of the changing relationship between indigenous farmers and wider society. The political implications of these changes are ambiguous, however, because the change is not necessarily one of social and cultural assimilation. As indigenous peasant organizations in Ecuador now reflect on these changes, they are connecting the questions of IAK, indigenous cultural identity and political strategy. Some organizations speak of recovering and revalorizing indigenous technologies as a tool for, and symbol of, resistance to domination by wider society. Others see selective modernization of indigenous agriculture as a necessary strategy to sustain the social and cultural cohesion of the group, even if this implies social changes. The different perspectives reflect both different conditions facing the organizations, and their varying approaches. That peasant organizations have these discussions suggests that they should constitute an important meeting point for farmers and crop researchers to discuss technology development strategies as equal partners. The organizations can provide an institutional forum in which participants reflect critically on the agrarian knowledge that they have, why they have it, and what it can contribute to future strategies of agrarian and social change. (shrink)

The struggle for the recognition of indigenous rights is one of the most important social movements in Mexico. Before the 1970s, existing peasant organizations did not represent indigenous concerns. Since 1975 there has been a resurgence of indigenous movements and have raised new demands and defense of their cultural values. However, indigenous social mobilization had been laid in local and regional peasant struggles across the 1970s and 1980s. Also the indigenous movement is not homogeneous and (...) does not include all ethnic groups in the country, but it has many different expressions and encompasses different entities at local, regional and national levels. This paper aims to analyze the historical social approach and under the frame of indigenous political ecology of social movements for recognition of indigenous rights in contemporary Mexico. (shrink)

Papers presented at the national seminar on 'Environmental Ethics in Tribal Societies: with special reference to North East India', organized by the Department of Philosophy, Lady Keane College during 21-22 November 2012.

Every region of the world is confronted with ongoing ecosystem degradation, species extinctions, and the loss of cultural diversity and knowledge associated with indigenous peoples. We face a global biocultural extinction crisis. The proposition that traditional knowledge along with scientific understanding can inform approaches to solving practical conservation problems has been widely accepted in principle. Attempts to promote a more bilateral approach, however, are hampered by the lack of a common framework for integrating the two knowledge (...) systems in a way that is coherent and useful. This problem can be addressed by drawing upon, as a case study, the principle elements of traditional knowledge and their practical application to governance as articulated by the Kuuku I’yu Northern Kaanju people of Cape York Peninsula, Australia. Four points of contact can help bridge traditional and scientific knowledge in addressing the biocultural crisis: post-normal science; conservation values and goals; land management; and sustainable development. Key insights that emerge from these considerations include the propositions that holders of traditional knowledge can be validly seen as members of the extended peer community needed to address post-normal science problems; that traditional knowledge provide guideposts to the positive values being lost from view by an increasingly urban-based society; that there are practical conservation benefits to be derived from adopting a “two-tool box” approach; and that traditional knowledge provides the basis for criteria to help discern for a given community and landscape the kinds of economic activities which are ecologically and culturally compatible. There are multiple benefits for society that arise from appropriate recognition of biocultural resources in legislation and decision making. (shrink)

More than a decade has passed since North American Indigenous scholars began a public dialogue on how we might “Indigenize the academy.” Discussions around how to “Indigenize” and whether it’s possible to “decolonize” the academy in Canada have proliferated as a result of the Truth and Reconciliation of Canada, which calls upon Canadians to learn the truth about colonial relations and reconcile the damage that is ongoing. Indigenous scholars are increasingly leading and writing about efforts in their institutions; (...) efforts include land- and Indigenous language-based pedagogies, transformative community-based research, Indigenous theorizing, and dual governance structures. Kim Anderson’s paper invites dialogue about how Indigenous feminist approaches can spark unique Indigenizing practices, with a focus on how we might activate Indigenous feminist spaces and places in the academy. In their responses, Elena Flores Ruíz uses Mexican feminist Indigenizing discourse to ask what can be done to promote plurifeminist indigenizing practices and North-South dialogues that acknowledge dynamic Indigenous pasts and diverse contexts for present interactions on Turtle Island. Georgina Tuari Stewart proceeds to describe Mana Wahine indigenous feminist theory from Aotearoa before proceeding to develop a “kitchen logic” of mana, which parallels Anderson’s understanding of tawow. Finally, Madina Tlostanova reflects on how several ways of advancing indigenous feminist academic activism described by Anderson intersect with examples from her own native Adyghe indigenous culture divided between the neocolonial situation and the post-Soviet trauma. (shrink)

Integrated pest management (IPM) has been widely promoted in the developing world, but in many regions its adoption rates have been variable. Experience has shown that to ensure IPM adoption, the complexities of local agro-production systems and context-specific folk knowledge need to be appreciated. Our research explored the linkages between farmer knowledge, pest management decision making, and ecological attributes of subsistence maize agriculture. We report a case study from four rural communities in the highlands of southeast Honduras. (...) Communities were typified by their agro-environments, IPM training history, and levels of infestation by a key maize pest, the fall armyworm (Spodoptera frugiperda Smith). Although variable, infestation levels generally did not justify pest management intervention. Consequently, crop losses from this pest were considered of low importance and most farmers proceeded in a rational fashion by refraining from action in their fields. Farmers attributed the low degree of pest infestation predominantly to abiotic causal factors (rainfall, temperature). The role of natural enemies in controlling this pest (i.e., biological control) was deemed of low importance by farmers; nevertheless, a broad array of such organisms was mentioned by farmers as operating in their maize crop. Farmers’ knowledge of natural enemies only partially matched scientific knowledge and was associated with the ecological features of their respective field settings. Local knowledge about natural enemies was mainly restricted to abundant and easily observable predatory species. Farmers who were knowledgeable about biological control were also familiar with a larger variety of pest management alternatives than uninformed farmers. Management options covered a wide range of curative techniques, including conservation biological control. Farmers who relied on insecticides to manage pest outbreaks knew less about biological control and pesticide alternatives. In contrast, farmers who received IPM training mentioned more types of natural enemies and were familiar with a broader range of alternative pest management tactics. Our research suggests that IPM training modifies local knowledge to better fit its environmental context. This paper provides insights in the environmental context of local agro-ecological knowledge and its linkage with pest management decision making. It also constitutes a basis for modifying IPM extension programs to deliver locality-specific technologies while strengthening the local knowledge base. (shrink)