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Integrating Traditional and Scientific Knowledge Through Collaborative Natural Science Field Research: Identifying Elements for Success Author(S): HENRY P

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Integrating Traditional and Scientific Knowledge Through Collaborative Natural Science Field Research: Identifying Elements for Success Author(S): HENRY P Integrating Traditional and Scientific Knowledge through Collaborative Natural Science Field Research: Identifying Elements for Success Author(s): HENRY P. HUNTINGTON, SHARI GEARHEARD, ANDREW R. MAHONEY and ANNE K. SALOMON Source: Arctic, Vol. 64, No. 4 (DECEMBER 2011), pp. 437-445 Published by: Arctic Institute of North America Stable URL: http://www.jstor.org/stable/41319238 . Accessed: 19/04/2013 19:36 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Arctic Institute of North America is collaborating with JSTOR to digitize, preserve and extend access to Arctic. http://www.jstor.org This content downloaded from 142.104.194.93 on Fri, 19 Apr 2013 19:36:47 PM All use subject to JSTOR Terms and Conditions ARCTIC VOL.64, NO. 4(DECEMBER 2011)P. 437-445 Integrating Traditional and Scientific Knowledge through Collaborative Natural Science Field Research: Identifying Elements for Success HENRY P. HUNTINGTON,1SHARI GEARHEARD,2ANDREW R. MAHONEY3 and ANNE K. SALOMON4 ( Received23 December 2010; accepted in revised form 21 April 2011) ABSTRACT.We discuss two recent projects to examine the role of collaborative environmental fieldwork both in research and inthe interactions between academically trained researchers and experienced local residents. The Bidarki Project studied black leatherchitons (Katharina tunicata) in the lower Kenai Peninsula, Alaska. Its conclusion that chiton declines are part of a serial declineof intertidal invertebrates drew on collaborativefieldwork, archaeological data, historical records, and interviews with localresidents. The Siku-Inuit-Hila Project studied sea ice inBarrow, Alaska; Clyde River, Nunavut; and Qaanaaq, Greenland. Quantitativedata from locally maintained observation sites were supplemented by knowledge exchanges among hunters from thecommunities and by discussion in localworking groups to developan understandingofthe physical dynamics and human usesof sea ice ateach locale. We concludethat careful planning and preparation, along with the effort to build strong personal relationships,can increase the likelihood that collaborative fieldwork will be productive,enjoyable, and rewarding. Keywords: traditional knowledge, fieldwork, collaborative fieldwork, ecology, black leather chiton, Katharina tunicata , sea ice,collaboration, Alutiiq, Inuit RESUME. Nous discutonsde deuxrecents projets ayant eu pourbut d'examiner le roled'etudes environnementales collabo- rates surle terrain,tant sur le plande la rechercheque surle plandes interactionsentre les chercheursuniversitaires et les residentsexperiments des localitesvisees. Le projetBidarki se penchaitsur les chitonsnoirs (Katharina tunicata) de la basse peninsuleKenai, en Alaska.La conclusionselon laquelle le declindes chitonsfait partie d'un declin en seried'invertebres intertidauxs'appuie sur des etudescollaboratives sur le terrain,sur des donneesarcheologiques, sur des dossiershistoriques ainsique surdes entrevuesde residentsdes localites.Pour sa part,le projetSiku-Inuit-Hila a eu commeobjectif d'etudier la glace de mera Barrow,en Alaska; a ClydeRiver, au Nunavut;et a Qaanaaq, au Groenland.Les donneesquantitatives provenantde lieuxd'observation entretenus localement ont ete supplementees par les echangesde connaissancesdes chasseurs des collectiviteset par les discussionsde groupesde travaillocaux visant a mieuxcomprendre la dynamiquephysique et Tutilisationhumaine de la glacede mera chaqueendroit. Nous en concluonsque destravaux de planificationetde preparation attentionnes,accompagnes d'efforts visant a nouerdes lienspersonnels etroits, peuvent accroitre la possibilityque les etudes collaborativessur le terrainsoient productives, agreables et valorisantes. Mots cles : connaissancestraditionnelles, etude sur le terrain,etude collaborative sur le terrain,ecologie, chiton noir, Katharinatunicata , glace de mer,collaboration, Alutiiq, Inuit Traduitpour la revueArctic par Nicole Giguere. INTRODUCTION traditionaland scientificknowledge can or cannotbe used together(e.g., Huntingtonet al., 1999, 2004a, b; Nadasdy, In recentdecades, the use of traditionalknowledge in eco- 1999; Huntington,2000; Dowsley and Wenzel,2008). How- logical researchhas grown considerably(e.g., Johannes, ever, relativelyfew papers (e.g., Huntingtonet al., 2002; 1981;Berkes, 1999; Fordand Martinez,2000). Much atten- Parrado-Rosselli,2007; Brook et al., 2009) have discussed tion has been given to the similarities and differences the key elementsand techniquesthat help to establishpro- betweentraditional and scientificknowledge (e.g., Agrawal, ductiveconnections between different knowledge systems 1995;Ingold and Kurttila,2000; Pierottiand Wildcat,2000; and between knowledge holders associated with those Cruikshank,2001), as well as to the variousways in which systems. 1 Correspondingauthor: Pew Environment Group, 23834 The Clearing Drive, Eagle River, Alaska 99577, USA; [email protected] 2 NationalSnow and Ice Data Center,University of Colorado at Boulder,PO Box 241,Clyde River, Nunavut X0A 0E0,Canada; [email protected] 3 GeophysicalInstitute, University of Alaska Fairbanks, PO Box 757320,Fairbanks, Alaska 99775, USA; [email protected] 4 Schoolof Resource and Environmental Management, Simon Fraser University, 8888 University Drive, Burnaby, British Columbia V5A 1S6,Canada; [email protected] © TheArctic Institute of North America This content downloaded from 142.104.194.93 on Fri, 19 Apr 2013 19:36:47 PM All use subject to JSTOR Terms and Conditions 438 • H.P. HUNTINGTON et al. FIG.1. Locations ofthe studies. The Bidarki Project took place in Nanwalek and Port Graham, Alaska. The Siku-Inuit-Hila Project took place in Barrow, Alaska; ClydeRiver, Nunavut, Canada; and Qaanaaq, Greenland. Most approachesto workingwith traditional knowledge insights(e.g., Parrado-Rosselli,2007). Ecologistsand other (also knownas indigenousknowledge and by variousother naturalscientists often have local fieldguides and assistants, terms)draw on methodsfrom the social sciences, such as and thusthe opportunityto explorethe applicabilityof tra- interviews(e.g., Briggs, 1986; Huntington,1998), work- ditionalknowledge to theirresearch through collaborative shops(e.g., Huntington et al., 2002), participantobservation fieldwork,but they may not be awareof either the possibility (e.g., Malinowski, 1922; Jorgensen,1989; Bernard,1995), of doingthis or theways in whichit can be done.This paper and mappingexercises (Naidoo and Hill, 2006; Murrayet is thuswritten primarily for such an audiencerather than for al., 2008). Fundamentalto these approaches is the recog- experiencedpractitioners of social sciencetechniques. nitionthat working with holders of traditionalknowledge We reviewtwo recentprojects in whichwe have partici- is a social process, requiringboth interpersonalrelation- pated in orderto identifytangible outcomes of collabora- ships and awarenessof culturaldifferences (e.g., Ferguson tive fieldwork,as well as those approachesthat appear to and Messier,1997; Huntingtonet al., 2006; Gearheardand helprealize thepotential benefits of such cooperation,from Shirley,2007). Participatoryresearch in its various forms the point of view of the academically trained scientists providesfurther insight and experiencein thisregard (e.g., involved.(An examinationof collaborativefieldwork from Smuckeret al., 2007) and has includedefforts to document the point of view of local residentswould also be worth- and apply traditionalknowledge in conservationand sus- while,but is beyondthe scope of thispaper.) Those benefits tainability(e.g., Areki and Fiu, 2005; Fraser et al., 2006; included(a) the use of knowledgeconcerning local distri- Berkeset al., 2007). "Citizenscience," in contrast,involves butionand abundance of species or environmentalcondi- the engagementof large numbersof individualswho help tionsthat can help make fieldworksuccessful and safe,(b) collect data, but generallyhave littleor no involvementin the opportunityto discuss ecological knowledgein situ, studydesign or interpretationof data (e.g., Parris, 1999; (c) the creationof a commonbasis of experiencefor subse- Schnoor,2007). quentdiscussion and analysis,and (d) a strongfoundation Involvingholders of traditionalknowledge in. natural on whichfuture collaborations for research and conserva- science fieldresearch has received less attentionin terms tioncan be built. of methodology,perhaps because it draws less obviously on establishedsocial science methods.Yet the role of local residentsin such fieldworkat variousstages, from research THE BIDARKI PROJECT designto fieldresearch to data analysis and reporting,has thepotential for social interactionsand situationsthat foster The BidarkiProject, which took place on thelower Kenai needed trust,mutual understanding, and novel ecological Peninsulain south-centralAlaska from2002 to 2006, was This content downloaded from 142.104.194.93 on Fri, 19 Apr 2013 19:36:47 PM All use subject to JSTOR Terms and Conditions INTEGRATING TRADITIONAL AND SCIENTIFIC KNOWLEDGE • 439 TABLE 1.Four key observations made by local Alutiiq residents that informed our understanding
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