22 Mar Local and Traditional Knowledge
Local and traditional knowledge refers to the “understandings, skills and philosophies developed by societies with long histories of interaction with their natural surroundings” (UNESCO, 2017)*. This system of knowledge is generally passed down through generations, encompassing place-based wisdom related to language, spirituality, and resource use practices which can be integrated with western knowledge to provide a foundation for site-specific policy, locally appropriate resource management, and sustainable development.
The resources found on this page present perspectives from communities in Tajikistan, Nepal, and northern Canada which demonstrate the advantages offered through the integration of local and traditional knowledge in community conservation plans. Potential benefits of including this knowledge in science curriculums is discussed, as findings suggest it can facilitate student engagement through the sharing of local examples, while helping students develop a sense of connection to (and responsibility for) the natural environment around them.
Emphasized as a vital feature of effective community conservation, the sharing of knowledge between locals, scientists, land developers, and governments can be a catalyst for trust and cooperation within a community.
Key Themes:
Factors of Success in Community Conservation, Indigenous Issues, Engagement, Education & Empowerment, Places & Spaces
Click titles to expand sections below:
Interfacing indigenous knowledge and climate change education in Nepal: Experiences of school teacher
Pasang Dolma Sherpa (Kathmandu University/ CIPRED)
Fisher's local ecological knowledge improves understanding of temporal changes on fishing resources in tropical rivers
Renato Silvano (Universidade Federal do Rio Grande do Sul), Gustavo Hallwass (Universidade Federal do Oeste do Pará)
Improving the American Eel Fishery Through the Incorporation of Indigenous Knowledge into Policy Level Decision Making in Canada
Amber Giles (Nunavut Wildlife Management Board)
People of the ice bridge: Findings and recommendations from the Pikialasorsuaq Commission
Joanna Petrasek MacDonald (Inuit Circumpolar Council Canada)
Mobilizing Inuit Qaujimajatuqangit in narwhal management through community empowerment: A case study in Naujaat, Nunavut
Erin Keenan (Fish-WIKS, Dalhousie University), Lucia Fanning (Fish-WIKS, Dalhousie University), Chris Milley (Fish-WIKS, Dalhousie University)
Traditional Ecological Knowledge and Community Based Wildlife Management: A case study from Tajikistan
Qobiljon Shokirov (University of Zurich), Khalil Karimov (The Institute of Wildlife Biology and Game Management at the University of Natural Resources and Life Sciences, Vienna (BOKU)/ Tajik Academy of Sciences/ Hunting and Conservation Alliance of Tajikistan (H&CAT))
Third-Eye Science: academia, fisheries and First Nations
Brendal Townsend (Ocean Tracking Network), Darren Porter (Ocean Tracking Network)
* United Nations Educational, Scientific and Cultural Organization (UNESCO), (2017). What is Local and Indigenous Knowledge?
http://www.unesco.org/new/en/natural-sciences/priority-areas/links/related-information/what-is-local-and-indigenous-knowledge