DOCSLIB.ORG

An Analysis of Traditional Ecological Knowledge's

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
An Analysis of Traditional Ecological Knowledge's AN ANALYSIS OF TRADITIONAL ECOLOGICAL KNOWLEDGE’S STATUS AND ITS CONSERVATION OPTIONS By Ruifei Tang A thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Environmental Studies Victoria University of Wellington 2012 I II Abstract The value of Traditional Ecological Knowledge (TEK) has been recognised and discussed widely in the literature and in public media over the last six decades. Over the same time period, the declining trend in TEK has been frequently reported across multiple case studies in every major region of the globe. As a result, a great number of international agreements (e.g. the Convention on Biological Diversity and the Declaration on the Rights of Indigenous Peoples) have been established in attempt to protect indigenous rights. However, in many cases these agreements have not transformed into concrete TEK conservation actions at the ground level. Several key literature gaps are identified through this research: the lack of a review of 1) global patterns in the status of TEK; 2) threats to TEK; 3) TEK conservation options; 4) the lack of standard classification systems of TEK threats and conservation actions; 5) the status of TEK and conservation of TEK in Inner Mongolia China is largely unknown to the outside world; and 6) the limited understanding of the role of government policy on TEK trajectories in Inner Mongolia. To develop TEK threat and conservation action typologies is one major target of this research. This is because a standard classification system provides a common language for practitioners to identify problems and solutions, and to communicate across projects. More importantly, it provides a tool for identifying global patterns of TEK and creating a global network and common databases for TEK monitoring, thus to inform conservation actions. However, such a system is missing from the current literature. Part one of this research applied a mixture of quantitative and qualitative methods, including a global survey (n=137), its follow-up interviews (n=46), and a comprehensive literature review (n=152). The qualitative data analysis produced 1) a typology of TEK threats; 2) an analysis of the complex causal web among all TEK threats; 3) a typology of conservation actions; 4) the triggers and barriers to TEK conservation success; and 5) three design principles for effective TEK conservation. The quantitative data analysis explored 1) the responses’ geographical distribution; 2) the overall trend of TEK change; I and 3) the significance of different categories of TEK threats and conservation options. Part two of this research is a case study in Inner Mongolia with two critical outputs: 1) an examination of the impact of Chinese government policies on traditional resource management institutions over time; and 2) an application of the TEK typologies to analyse the current status of TEK and possible interventions in Inner Mongolia. The study applied three qualitative research methods: semi-structured interviews (n=91), group discussion (n=5 with 64 participants), and participant observation (eight weeks). The study found that in general government policies (from the1950s – 2007) had negatively affected Mongolian TEK and almost destroyed traditional institutions. However, the new Cooperative Law (2007) may positively impact local TEK by supporting community cooperative organisations and their activities of revitalising traditional herding practices, collective working relationships and traditional leadership. Through applying the typologies to the case study, this research provides a model of how to identify TEK threats and design conservation actions in real-world situations. Three core messages emerged from this research: 1) dealing with TEK threats and applying TEK conservation have to take a social-ecological system approach, in which social, political, cultural, economic and ecological aspects are all embedded; 2) the design and implementation of TEK conservation have to be cross-scale arrangements, in which the institutions from the local level up to the national and international levels are accommodated; and 3) power relations are at the core of achieving sustainable resource management and effective community empowerment. The cooperation between different levels of organisations and among different groups at the same levels requires appropriate power sharing. In a word, TEK is a complex, dynamic and systematic issue, TEK threats take place at multiple levels simultaneously. Therefore, to deal with TEK threats needs a complex, adaptive and systematic approach with holistic worldviews as the intellectual foundation. II Keywords traditional ecological knowledge (TEK), TEK threats, TEK conservation, indigenous peoples, indigenous rights, traditional institutions, institutional linkages, social- ecological systems, resource governance decentralisation, power sharing, power devolution, Inner Mongolia, China. III Acknowledgements My greatest THANKS go to my primary supervisor, Dr. Michael Gavin. Your broad knowledge and experience, enthusiasm and wisdom have constantly inspired and guided me to complete this three-year academic journey. I also deeply appreciate your encouragement when I was confused and depressed. I learned enormously from you and enjoyed this learning process. Prof. Phillip Morrison, thank you for taking the role as my secondary supervisor and providing your administrative support to my study since Michael went to work overseas. From the bottom of my heart, I want to thank all participants in the global survey and in the Inner Mongolia case study. Without your amazing contributions, my research would not have been possible. Thank you all for generously sharing your knowledge, experience and wisdom with me. Special thanks go to Wuritu and Wenduri — my hosts in Bayin Wenduri village in Inner Mongolia. You impressed me with your open arms and sincere generosity. Dear Dave, Christie, Catherine, Chris Bean, Chris Todd and Joe, thank you so much for taking your time and energy to proofread my thesis and improve the final product of my research. I am grateful to the sponsors of my PhD study. It was fully funded by the Victoria University PhD Scholarship between 2009 and 2012. This generous funding enabled me to carry out decent research without financial worries. The Royal Society of New Zealand (2010) and the Victoria University Faculty of Science (2011) funded me for presenting my research at multiple international conferences. These conference opportunities were extremely valuable to my research and to my academic merit. Last and most importantly, I want to thank my husband Erich Eder. You have been my colleague whom I discussed numerous questions and difficulties with, my primary IV proof-reader who read through all chapters not only once (voluntarily or coerced by your wife), my lovely companion for conferences and field work, and my mental supporter when I was depressed and tired. I would also like to thank our baby-to-be. Bo Xun, you have given mum extraordinary energy for completing this thesis! It would be much harder without the expectation of your arrival! V List of Abbreviations CBD: Convention of Biological Diversity IPR: Intellectual Property Rights IIED: International Institute of Environment and Development ILO: International Labour Organisation IUCN: International Union for Conservation of Nature IUCN-CMP: International Union for Conservation of Nature – Conservation Measure Partnership NGO: Non-Governmental Organisation SES: Social-Ecological System SPFII: Secretariat of the Permanent Forum on Indigenous Issues TEK: Traditional Ecological Knowledge UN: United Nations UNDP: United Nations Development Programmes UNCTAD: United Nations Conference on Trade and Development UNESCO: United Nations Educational, Scientific and Cultural Organisation UNEP: United Nations Environment Programmes WIPO: World Intellectual Property Organisation WHO: World Health Organisation VI List of Figures Figure 1.1 An analytical model of the traditional ecological knowledge system ............ 11 Figure 1.2 Applicability of TEK to conservation biology and ecology .................................. 20 Figure 1.3 Decentralisation and devolution in resource and environmental management ................................................................................................................................................ 38 Figure 1.4 The core subsystems in a framework for analysing SES ..................................... 39 Figure 2.1 The locations of two target communities in Inner Mongolia, China .............. 60 Figure 2.2 An interview conducted in a household in Bayin gacha ..................................... 62 Figure 2.3 An interview conducted in the field in Bayin gacha ............................................. 63 Figure 2.4 A group discussion conducted in a local household ............................................. 64 Figure 2.5 Participant observation conducted during a community gathering with seven families .......................................................................................................................................................... 65 Figure 3.1 A model of a TEK conservation project ..................................................................... 78 Figure 3.2 Map of the survey responses’ geographic distribution ....................................... 81 Figure 3.3 Geographical distribution of survey responses .....................................................
Load more

Recommended publications
  • Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala
    Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala by Vivian Michelle Jiménez Estrada A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Graduate Department of Sociology and Equity Studies in Education Ontario Institute for Studies in Education University of Toronto © Copyright by Vivian Michelle Jiménez Estrada 2012 Indigenous Maya Knowledge and the Possibility of Decolonizing Education in Guatemala Vivian Michelle Jiménez Estrada Doctor of Philosophy Department of Sociology and Equity Studies in Education University of Toronto 2012 Abstract Maya peoples in Guatemala continue to practice their Indigenous knowledge in spite of the violence experienced since the Spanish invasion in 1524. From 1991 until 1996, the state and civil society signed a series of Peace Accords that promised to better meet the needs of the Maya, Xinka, Garífuna and non-Indigenous groups living there. In this context, how does the current educational system meet the varied needs of these groups? My research investigates the philosophy and praxis of Maya Indigenous knowledge (MIK) in broadly defined educational contexts through the stories of 17 diverse Maya professional women and men involved in educational reform that currently live and work in Guatemala City. How do they reclaim and apply their ancestral knowledge daily? What possible applications of MIK can transform society? The findings reveal that MIK promotes social change and healing within and outside institutionalized educational spaces and argues that academia needs to make room for Indigenous theorizing mainly in areas of education, gender, knowledge production, and nation building. I analyze these areas from anticolonial and critical Indigenous standpoints from which gender and Indigenous identities weave through the text.
    [Show full text]
  • Ethnicity, Confession and Intercultural Dialogue at the European Union's
    Munich Personal RePEc Archive Ethnicity, Confession and Intercultural Dialogue at the European Union’s East Border Brie, Mircea and Horga, Ioan and Şipoş, Sorin University of Oradea, Romania 2011 Online at https://mpra.ub.uni-muenchen.de/44082/ MPRA Paper No. 44082, posted 31 Jan 2013 05:28 UTC ETHNICITY, CONFESSION AND INTERCULTURAL DIALOGUE AT THE EUROPEAN UNION EASTERN BORDER ETHNICITY, CONFESSION AND INTERCULTURAL DIALOGUE AT THE EUROPEAN UNION EASTERN BORDER Mircea BRIE Ioan HORGA Sorin ŞIPOŞ (Coordinators) Debrecen/Oradea 2011 This present volume contains the papers of the international conference Ethnicity, Confession and Intercultural Dialogue at the European Union‟s East Border, held in Oradea between 2nd-5th of June 2011, organized by Institute for Euroregional Studies Oradea-Debrecen, University of Oradea and Department of International Relations and European Studies, with the support of the European Commission and Bihor County Council. CONTENTS INTRODUCTORY STUDIES Mircea BRIE Ethnicity, Religion and Intercultural Dialogue in the European Border Space.......11 Ioan HORGA Ethnicity, Religion and Intercultural Education in the Curricula of European Studies .......19 MINORITY AND MAJORITY IN THE EASTERN EUROPEAN AREA Victoria BEVZIUC Electoral Systems and Minorities Representations in the Eastern European Area........31 Sergiu CORNEA, Valentina CORNEA Administrative Tools in the Protection and Promotion of the Rights of Ethnic Minorities .............................................................................................................47
    [Show full text]
  • The Treatment of Ethnic Minority Groups in Vietnam: Hmongs and Montagnards1
    19th July 2017 (COI up to 20 June 2017) Vietnam Query Response: The treatment of ethnic minority groups in Vietnam: Hmongs and Montagnards1 Explanatory Note Sources and databases consulted List of Acronyms Issues for research 1) Background information on ethnic minority groups in Vietnam 2) Freedom of Religion a) How does Decree 92 (Specific provisions and measures for the implementation of the Ordinance on Belief and Religion, 1 January 2013) affect the right to freedom of religion in practice? b) Latest information with regards to the November 2016 ‘Law on Belief and Religion’ c) What restrictions or limitations are imposed by the authorities on Hmongs’ and Montagnards’ right to practice their faith? i) Reports of forced conversion (from Protestantism to animism) ii) Treatment by the police for religious reasons, including harassment, intimidation, monitoring, arrest and imprisonment iii) Reports of obstructing religious ceremonies (e.g. in house churches) or damaging religious property 3) Confiscation of land of Hmongs and Montagnards a) Information on the practices related to legal expropriation and illegal confiscation of land in Vietnam, including in relation to industrial development projects in the geographical areas where Hmong/Montagnards are living 4) Freedom of Movement of Hmongs and Montagnards a) Are the legal provisions of Art 274 of the Penal Code (Illegally leaving or entering the country: illegally staying abroad or in Vietnam) and Art 91 of the Penal Code (Fleeing abroad or defecting to stay overseas with a view to
    [Show full text]
  • Running Head: COLLABORATIVE TEACHING 1
    Running head: COLLABORATIVE TEACHING 1 Collaborative Teaching for Indigenous Student Success Janelle Kyla Abela Faculty of Education, Lakehead University Author Note Correspondence concerning this article should be addressed to Janelle Kyla Abela. Email: [email protected]. COLLABORATIVE TEACHING 2 ABSTRACT Teaching a diverse demographic of students can be difficult, especially when the educator does not identify with the cultural or ethnic group of the students. For Indigenous students, this is a growing concern, as the history of Indigenous student education has largely been dominated by Eurocentrism, and the continued oppressive education is persistently hindering the opportunity for these students and their communities to thrive. Through the use of collaborative teaching, educators can employ practices that align with Indigenous pedagogies and meet the needs of Indigenous students, prompting language and cultural revitalization, and student success. Key words: Indigenous; Eurocentrism; anti-colonial education; collaborative teaching COLLABORATIVE TEACHING 3 Collaborative Teaching for Indigenous Student Success Teaching Indigenous students as a non-Indigenous educator can be quite challenging. However, alleviation of the stressors surrounding differing demographics can occur with employment of best practices surrounding Indigenous research within educational approaches (Biermann & Townsend-Cross, 2008; McInnes, 2017; van Wyk, 2014). Indigenous research is a concept that has recently taken the forefront in examination of Indigenous relations in academia, focusing on how research can be performed in a just and honourable manner (Battiste, 1998; Drawson, Toombs & Mushquash, 2017; Lavallee & Leslie, 2016). Through realization of the necessary steps that must be taken throughout the research process, it becomes clear that these steps must also be transferred into all settings where Indigenous and non-Indigenous persons engage.
    [Show full text]
  • Ethnic Origin and Disability Data Collection in Europe: Measuring Inequality – Combating Discrimination
    POLICY REPORT Equality Data Initiative ETHNIC ORIGIN AND DISABILITY DATA COLLECTION IN EUROPE: MEASURING INEQUALITY – COMBATING DISCRIMINATION November 2014 Authors: Isabelle Chopin, Lilla Farkas, and Catharina Germaine, Migration Policy Group for Open Society Foundations Editors: Costanza Hermanin and Angelina Atanasova POLICY REPORT: ETHNIC ORIGIN AND DISABILITY DATA COLLECTION IN EUROPE Contents Glossary .............................................................................................................................................. 4 Executive summary ............................................................................................................................5 1. Introduction ............................................................................................................................11 1.1 Note on concepts: equality data, ethnic data, disability, race and ethnic origin .......11 1.2 Purpose of the research .................................................................................................. 15 1.3 Statement of the issue ..................................................................................................... 17 2. Antecedents: European-level research and legal framework............................................. 21 2.1 Legal and policy frameworks for equality data collection in Europe ......................... 21 2.2 Research identifying a need for reliable and adequate equality data ....................... 26 2.3 European law .................................................................................................................
    [Show full text]
  • Falun Gong in the United States: an Ethnographic Study Noah Porter University of South Florida
    University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 7-18-2003 Falun Gong in the United States: An Ethnographic Study Noah Porter University of South Florida Follow this and additional works at: https://scholarcommons.usf.edu/etd Part of the American Studies Commons Scholar Commons Citation Porter, Noah, "Falun Gong in the United States: An Ethnographic Study" (2003). Graduate Theses and Dissertations. https://scholarcommons.usf.edu/etd/1451 This Thesis is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. FALUN GONG IN THE UNITED STATES: AN ETHNOGRAPHIC STUDY by NOAH PORTER A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts Department of Anthropology College of Arts and Sciences University of South Florida Major Professor: S. Elizabeth Bird, Ph.D. Michael Angrosino, Ph.D. Kevin Yelvington, Ph.D. Date of Approval: July 18, 2003 Keywords: falungong, human rights, media, religion, China © Copyright 2003, Noah Porter TABLE OF CONTENTS LIST OF TABLES...................................................................................................................................iii LIST OF FIGURES................................................................................................................................. iv ABSTRACT...........................................................................................................................................
    [Show full text]
  • 4,AS'ts by APPLIED IMAGE
    ILE . - AIIM Association tor Information and image Management 1100 Wayne Avenue, Suite 1100 ta, Silver Spring, Maryland 20910 , 301/587-8202 4°` 0 A 4r40 ecp -6 10 11 12 13 14 15 mm 5 2.0 till 111111-" 1111144= c;f) ci '\ MANUFACTURED TO AIIM STANDARDS 61J 4,AS'ts BY APPLIED IMAGE. INC. 1,-& AA's. DOCUMENT RESUME RC 017 908 AUTHOR Spears, Jacqueline D.; And Others TITLE Accommodating Change and Diversity: Multicultural Practices in Rural Schools. A Report of theFord Western Taskforce. INSTITUTION Kansas State Univ., Manhattan. Rural Clearinghouse for Education and Development. SPONS AGENCY Ford Foundation, New York, N.Y. PUB DATE Jul 90 NUE 97p. PUB TYPE Reports - Descriptive (141) -- Collected Works General (020) EDRS PRICE MF01 Plus Postage. PC Not Available froteEDRS. DESCRIPTORS Case Studies; Change Strategies; Community Characteristics; Cultural Differences; Curriculum Development; *Educational Change; Elementary Secondary Education; Ethnic Groups; Leadership; *Multicultural Education; Program Evaluation;Rural Areas; Rural Development; *Rural Education;*Rural Schools; *School Community Relationship;*Social Integration IDENTIFIERS Alaska; Arizona; Nebraska; New Mexico;Washington ABSTRACT Rural Amrica has been experiencing dramaticchanges in the transition toward a socially andculturally diverse society. This study is a first effort to exploremulticultural reform in rural schools. Multicultural education is the processby which the school environment is modified to accommodate culturaldifferences as well as to teach the role culture playsin shaping people's view of society. The Rural Clearinghouse for Educationand Development commissiorred five separate case studies ofselected rural schools in Alaska, Arizona, New Mexico, Nebraska, andWashington. At each site, school administrator.. teachers, students,parents, and community members were interviewed and documentation onmulticultural e.4ucation was collected.
    [Show full text]
  • Video Choices for the Anthropology 203 Video Ethnography Assignment
    Video choices for the Anthropology 203 Video Ethnography assignment Pick two or three, totaling at least 75 minutes All are available from the SSU library's Multimedia collection Enter the title in the online catalog to get the call number, then ask for it at the Multimedia desk A Legacy of lifestyles 1 videocassette (VHS) (ca. 60 min.) Shows how contemporary African lifestyles are influenced by indigenous, Islamic, and Western factors. Compares simple African societies with those that are more complex and centralized, and examines the importance of family life. The art of dying 1 videocassette (63 min.) Reveals modern-day Tibet from the Tibetan perspective. Explores the approach to death as revealed in the ancient Tibetan scriptures and practiced in local customs throughout the centuries. The art of living 1 videocassette ( 60 min.) Travel to the Wodaabe tibe of Niger and the Dogon people of Mali to witness the ways they celebrate life and death with acts of beauty and grace. A wife among wives 1 videocassette (68 min.) An ethnographic documentary on the Turkana of northern Kenya. This is an inquiry into the Turkana view of marriage. Alaska--the Yup'ik Eskimos 1 videocassette (VHS) (28 min.) Documentary explores the modern life and ancient traditions of the Yup'ik Eskimos in Alaska in the regions surrounding the villages of Cherak, Toksook Bay, Eek and Bethel. Describes and depicts the relationship of the Yup'ik people and their environment in terms of seasonal activities. Shows how they attempt to maintain a balance between the subsistence way of life of the elders and the modern world of the Yup'ik teenagers who attend "punk" dances and work out science problems using computers.
    [Show full text]
  • Archaeology As Restoration Ecology: a Model from Sunwatch
    ARCHAEOLOGY AS RESTORATION ECOLOGY: A MODEL FROM SUNWATCH INDIAN VILLAGE/ARCHAEOLOGICAL PARK (33My57) A thesis presented to the faculty of the College of Arts and Sciences of Ohio University In partial fulfillment of the requirements for the degree Master of Science Sara Rose DeAloia August 2004 This thesis entitled ARCHAEOLOGY AS RESTORATION ECOLOGY: A MODEL FROM SUNWATCH INDIAN VILLAGE/ARCHAEOLOGICAL PARK (33My57) BY SARA ROSE DeALOIA has been approved for the Program of Environmental Studies and the College of Arts and Sciences by Elliot Abrams Professor of Anthropology Leslie A. Flemming Dean, College of Arts and Sciences DeALOIA, SARA ROSE. M.S. August 2004. Environmental Studies Archaeology as Restoration Ecology: A Model from SunWatch Indian Village/ Archaeological Park (33My57)(87 pp.) Director of Thesis: Elliot Abrams This research is intended to demonstrate how SunWatch Indian Village/Archaeological Park presents possibilities for how restoration ecology and archaeology can augment and inform each other by looking at both the site and the environmental restoration at the site from an historical ecology perspective. There are two major themes of this work: first, the application of archaeological data to modern environmental issues and second, the importance of viewing landscapes as both natural and cultural phenomena which interact in a series of complex relationships throughout time. I present a comprehensive overview of the site, providing the paleothnobotanical data collected by previous researchers in order to show how such archaeological data can be used to inform restoration work. The research ends with a presentation of how SunWatch can provide a model for doing this work in other places, as well as a series of questions and criteria necessary for determining when and where it is appropriate.
    [Show full text]
  • Open Dissertation Draft Revised Final.Pdf
    The Pennsylvania State University The Graduate School ICT AND STEM EDUCATION AT THE COLONIAL BORDER: A POSTCOLONIAL COMPUTING PERSPECTIVE OF INDIGENOUS CULTURAL INTEGRATION INTO ICT AND STEM OUTREACH IN BRITISH COLUMBIA A Dissertation in Information Sciences and Technology by Richard Canevez © 2020 Richard Canevez Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2020 ii The dissertation of Richard Canevez was reviewed and approved by the following: Carleen Maitland Associate Professor of Information Sciences and Technology Dissertation Advisor Chair of Committee Daniel Susser Assistant Professor of Information Sciences and Technology and Philosophy Lynette (Kvasny) Yarger Associate Professor of Information Sciences and Technology Craig Campbell Assistant Teaching Professor of Education (Lifelong Learning and Adult Education) Mary Beth Rosson Professor of Information Sciences and Technology Director of Graduate Programs iii ABSTRACT Information and communication technologies (ICTs) have achieved a global reach, particularly in social groups within the ‘Global North,’ such as those within the province of British Columbia (BC), Canada. It has produced the need for a computing workforce, and increasingly, diversity is becoming an integral aspect of that workforce. Today, educational outreach programs with ICT components that are extending education to Indigenous communities in BC are charting a new direction in crossing the cultural barrier in education by tailoring their curricula to distinct Indigenous cultures, commonly within broader science, technology, engineering, and mathematics (STEM) initiatives. These efforts require examination, as they integrate Indigenous cultural material and guidance into what has been a largely Euro-Western-centric domain of education. Postcolonial computing theory provides a lens through which this integration can be investigated, connecting technological development and education disciplines within the parallel goals of cross-cultural, cross-colonial humanitarian development.
    [Show full text]
  • Successful Practices in First Nations, Métis and Inuit Education: Collaborative Frameworks Building Relationships Companion Re
    SUCCESSFUL PRACTICES IN FIRST NATIONS, MÉTIS AND INUIT EDUCATION: COLLABORATIVE FRAMEWORKS BUILDING RELATIONSHIPS COMPANION RESOURCE 2012 Successful Practices in FNMI Education: Collaborative Frameworks Building Relationships Companion Resource ii / Collaborative Frameworks—Building Relationships Companion Resource © 2012 Alberta Education, Alberta, Canada For further information, contact: First Nations, Métis and Inuit Services and Field Services Sector Alberta Education 9th Floor, 44 Capital Boulevard 10044 – 108 Street NW Edmonton, Alberta T5J 5E6 Telephone: 780-415-9300 in Edmonton or toll-free in Alberta by dialing 310-0000 Fax: 780-415-9306 Available online: http://education.alberta.ca/fnmicollaborativeframework All images are Crown-owned. Links to external resources included in Successful Practices in First Nations, Métis and Inuit Education: Collaborative Frameworks—Building Relationships Companion Resource may or may not be recommended or authorized by Alberta Education. Users should verify websites and other resources mentioned prior to using them with students. Copyright © 2012, the Crown Right of Alberta, as represented by the Minister of Education. Alberta Education, First Nations, Métis and Inuit Services and Field Services Sector, 9th Floor, 44 Capital Boulevard, 10044 – 108 Street NW, Edmonton, Alberta, Canada, T5J 5E6. Every effort has been made to provide proper acknowledgment of original sources. If cases are identified where this has not been done, please notify Alberta Education so appropriate corrective action can be taken. Permission is given by the copyright owner to reproduce this document for educational purposes and on a nonprofit basis, with the exception of materials cited for which Alberta Education does not own copyright. Permission is also granted for sharing the electronic files via the network capabilities at the school or jurisdiction level.
    [Show full text]
  • Ethnoecology and Conservation, Spring 2015, J
    ETHNOECOLOGY AND CONSERVATION, SPRING 2015, J. R. STEPP, UNIVERSITY OF FLORIDA 1 Ethnoecology and Conservation LAS 6290/ANT 6930/ANT4930 M periods 6-8 (12:50 pm-3:20 pm) GRINTER HALL 376 Instructor: Richard Stepp Office Hours: 9-12 pm Monday or by appointment Office phone: 392-0299 Ethnoecology is the study of the dynamic relationships between people, biota and the environment. This seminar will provide an overview along with an emphasis on how indigenous and small scale societies know and utilize natural resources and the implications for conservation and development. It will also explore tensions between small-scale societies and big conservation and exclusionary protected areas. Additionally, the course will explore useful research skills and methods for students desiring to add an ethnoecological component to their existing or future research. Case studies will be examined from all over the tropics and world. Readings and discussions in the course will draw from both the social sciences and the biological sciences. The course is part of the interdisciplinary TCD (Tropical Conservation and Development) core curriculum, although students from any discipline are welcome and encouraged to take the course. There are no prerequisites needed. Texts There are 3 required texts for the course: 1) Anderson, E. et al.(eds) 2011. Ethnobiology. Wiley-Blackwell. 2) Dowie, M. 2009. Conservation Refugees: The Hundred Year Conflict between Global Conservation and Native Peoples. MIT Press. 3) Stevens, S. (ed.) 2014. Indigenous Peoples, National Parks, and Protected Areas: A New Paradigm Linking Conservation, Culture, and Rights. U Arizona Press. Additional readings will be made available through the class email listserv as pdf files at least 1 week prior to discussion.
    [Show full text]