Indigenous Knowledge, Ecology, and Evolutionary Biology (original) (raw)

The Relevance of Indigenous Knowledge to Contemporary

2010

Abstract:The subject of Traditional Ecological Knowledge (TEK) is currently attracting interest from many quarters, including biologists and philosophers as well as the more traditional mix of anthropologists and other social scientists. Given rapid contemporary rates of change, as well as the novel species and environments being created by six billion humans, what is the relevance of TEK for today’s world? Why would a working ecologist be interested in this area, and are there implications for practitioners in other fields related to contemporary resource analysis and management? This essay will discuss three of many possible related answers to these questions. First, most ecologists only encounter their study systems over very limited time spans. Thus, there is a wealth of local observations at the level of populations and species that can be contributed by astute observers whose lives and livelihoods are tied to the land in complex ways. Second, conventional science, particularly...

Indigenous Traditional Ecological Knowledge Annotated Bibliography 1 10/12/22

Latin American countries have experienced demographic and linguistic changes since Educación Intercultural Bilingüe (EIB) was first developed. Yet, ministries of education continue to impose generic models that do not reflect the realities of migrant Indigenous groups, who experience linguistic and ethnic minoritisation processes. Based on our ongoing work with a migrant Salasaka Indigenous community from the Ecuadorian Andes living in Galapagos, a region in which the majority of the population does not identify as Indigenous nor speak Kichwa, we propose Contextualización Transformativa de Educación Intercultural Bilingüe (CTEIB). CTEIB 1) considers processes of enacting Indigeneity in migratory contexts; 2) reflects the dialogic influence of place on migrant Indigenous communities' languages, traditional ecological knowledge, and culture; and 3) acknowledges the agency and creativity of Indigenous groups as transformative agents in maintaining their languages and Indigeneity outside their ancestral lands. This paper describes the theoretical underpinnings of CTEIB by building on the work of the Salasaka community in contextualising and adapting the Ecuadorian EIB programme to Galapagos. Beyond the importance of this work for migrant Indigenous communities, this work advocates for EIB programmes to address Indigenous migration in their design and implementation with implications for educational researchers, policy makers, and educators.