The hundreds of Indigenous tribes in the United States harbor diverse perspectives about the natural world, yet they share many views that are important for ecosystem restoration efforts. This paper features examples of how such views have guided ecosystem restoration through partnerships between tribal communities and the U.S. Forest Service in the western United States. Traditional perspectives have influenced restoration by deepening the understanding of reference conditions, expanding consideration of system dynamics, and guiding treatment based upon ethical principles and beliefs. More holistic perspectives may enhance restoration success by encouraging positive psychological and social effects that help sustain community efforts. Guided by traditional perspectives, restoration activities can reveal evidence of past human engagement with the land, which further illustrates the need and opportunity for restoration. Traditional perspectives can encourage more integrative, ethical, and self-reinforcing restoration that will benefit present-day tribal and non-tribal communities.

https://www.fs.fed.us/psw/publications/jwlong/psw_2020_long001.pdf

How traditional tribal perspectives influence ecosystem restoration

https://besjournals.onlinelibrary.wiley.com/doi/pdf/10.1002/pan3.10140

Investigating the implications of shifting baseline syndrome on conservation

Social-ecological Systems of Latin America: Complexities and ChallengesSocial Valuation of Ecosystem Services at Local Scale: Challenges for the Management of a Multiple-Use Coastal and Marine Protected Area (MU-CMPA): Isla Grande de Atacama: Chile

An important step in the endeavor towards a more socially, environmentally, and economically sustainable world is identifying and fostering sustainability competencies (SCs). There are major international initiatives that identify sustainability-related goals (the Sustainable Development Goals) and those that recognize the crucial role of education in achieving such goals (the Decade of Education for Sustainable Development). There are also academic studies that address education for sustainable development. Usually, such initiatives and studies take western worldviews for granted. This limits opportunities for other worldviews which could contribute to sustainability. It is unclear what indigenous knowledge and pedagogies, apart from the dominant western approaches, could help to enhance SCs. To address this gap, a qualitative study was conducted in Ethiopia, a country with more than seventeen centuries old indigenous education system and indigenous knowledge. To utilize alternative worldviews and pedagogies vis-a-vis fostering SCs and incorporating them in modern education systems, five learning design principles were proposed. These are: define worldviews, utilize indigenous knowledge, use sustainability-oriented pedagogies, engage learners, and build on students’ experiences. Theoretically, the study contributes to sustainability, education for sustainable development, and indigenous knowledge. The findings may serve as a starting point in designing education and training for broader sustainability approaches.

Combining Indigenous Knowledge and Modern Education to Foster Sustainability Competencies: Towards a Set of Learning Design Principles

Multiple knowledge systems and participatory actions in slow-onset effects of climate change: insights and perspectives in Latin America and the Caribbean

There are two barriers to accomplishing restoration of ecosystems: insufficient information about historical baselines to guide restoration, and shifts between the actual baselines and perceptions about historical conditions. These two conditions generate a phenomenon called shifting baseline syndrome (SBS). Our study systematically reviewed and quantitatively analyzed the SBS studies. There is an increase and subsequent stabilization in the number of publications, 32% of scientific articles added new information and 5% of them delivered biological and social information required to demonstrate the SBS presence. Meta-analysis conducted showed an inconsistency between biological and social data. The inclusion of a greater amount of species in the biological data compared to social data produced the inconsistency. There must be an improvement in reporting both biological and social information to assess SBS. The integration of both sources of information would also enhance the success of restoration projects. The consideration of perceptions about resource users are also in accordance with global agreements about sustainable use of natural resources and ecological restoration.

https://www.mdpi.com/2071-1050/11/5/1458/pdf

Shifting Gears for the Use of the Shifting Baseline Syndrome in Ecological Restoration

Scientific interest in traditional and local knowledge (TLK) has grown in recent decades, because of the potential of TLK for improving management and conservation practices. Here, we synthesize and evaluate TLK studies in Chile, discuss how this progress compares to the international scientific literature in the field, and contextualize our results according to the multiple evidence base approach. We found 77 publications on the subject, a steady increase since 1980, and a peak production in the 1990s and the 2010s decades. Publications most often provide basic information on species names and lists of resource uses in terrestrial rather than marine ecosystems. Papers had an emphasis on natural, rather than social sciences. Work was concentrated on the extreme northern and southern regions of Chile where more indigenous populations are found. Indigenous ethnic groups received greater attention than non-indigenous people. Future work in Chile must broaden its attention to local and urban communities and focus on how TLK can contribute to management and sustainability, rather than only acquiring the basic knowledge contained in local and traditional communities. To better comprehend TLK’s contribution to policy measures, an interdisciplinary approach must be present to address these knowledge gaps.

Traditional and Local Knowledge in Chile: Review of Experiences and Insights for Management and Sustainability

Preserving landscape heritage elements and indigenous and local knowledge (ILK) is an increasingly popular approach in conservation. We focus on a globally very contentious practice, silvopastoral livestock raising, which along with other peasant practices, is slated for elimination according to projected Chilean conservation policy. We used ecological surveys to ask how central Chilean semi-arid woodlands in the locality of Alhué have responded to past human livelihoods practices, including silvopastoralism. Using interviews, we examined local ecological knowledge and uses of forest plants. We also conducted surveys on current agricultural practices. Many residents maintain a diversified, smallholder subsistence agricultural strategy. Residents identified 113 plants with 73 uses. They also demonstrated a good knowledge of woodland regulations. We found that woodlands recover well from historical disturbances over 50–100 year time scales. In fact, the presence of cattle year-round in the woodlands was associated with greater tree regeneration. We find that despite the conservation discourse, there is no evidence of a degradation problem, and we hypothesize based on our findings that eradicating peasants’ silvopastoralism and other practices could increase degradation. We recommend that the Conservation Landscape programme be used to save key traditional practices, which should be studied further to determine optimal management. We show how conflicts and misalignments within and between ILK, data, and environmental discourse can signal complex socio-ecological issues where a closer look at how the evidence fits together is necessary. 

https://hal.science/hal-03892562/document

Silvopastoralism, local ecological knowledge and woodland trajectories in a category V- type management area

Attention to epistemological relationships between Indigenous and local knowledges (ILK) and conservation science is increasing. Some approaches for doing so have been developed, but in general, serious engagement between ILK and science still feels experimental and does not have broad uptake. Here we address some of the main issues that arise when considering the epistemological relationships between ILK and conservation or ecological science. A key issue is the relationship between ILK and science that sets the expectations for how they may form dialogues, collaborations, or co-production. After reviewing several perspectives on this relationship, and their limitations, we suggest that a focus on shared meanings within an ‘ethic of equivocation’ is a productive path forward. In an ethic of equivocation, neither ILK nor science validates the other, yet meaning can be created. We explain and develop the concepts of meanings and equivocation in the ILK-science context. We, thus, argue for a broad and rich understanding of the joint roles of ILK and science, which goes beyond treating ILK as a data source. We argue that diverse styles of reasoning exist in science, and scientists may already treat observations, models, and collaborations in the ways that we discuss, providing ready-made analogies for thinking about ILK. We also discuss how to avoid abuses of power while engaging with ILK to co-produce new knowledge.

/pdf/what-are-ilk-in-relation-to-science-using-the-ethic-of-17yp0pmb.pdf

What Are ILK in Relation to Science? Using the ‘Ethic of Equivocation’ to Co-Produce New Knowledge for Conservation

Co-production of conservation projects is favored by incorporating local ecological knowledge into project design and implementation. Using a mixed method approach, we asked how the territorial practices and knowledge of cowboys and livestock farmers inform their attitudes to this proposed project. We predicted that cowboy territorial practices would be reduced in diversity compared to the past, and that this may be associated with a reduction in coping or adaptation capacity in the face of environmental challenges. We further predicted that due to growing environmental and social pressures reducing traditional livelihood opportunities for this group, they are likely to see the guanaco reintroduction project in a conflictual and negative light. We additionally predicted that they would perceive local carnivorous species in a conflictual and negative way. We found that territorial practices among the sample had indeed decreased in diversity. The sample coped with changing socio-ecological conditions by taking up other jobs. However, we also found that they had majority favorable views on the guanaco reintroduction project. Yet their knowledge of current guanaco behavior led them to believe that the project would fail. However, they also observed that pumas and condors changed their behaviors. We suggest that there are opportunities to co-produce knowledge about the possibility of flexible and adaptive guanaco behavior, which may lead to restoration and create more sustainable future scenarios, by engaging with the territorial practices and local ecological knowledge of cowboys and livestock farmers.

/pdf/local-territorial-practices-inform-co-production-of-a-mzmmdd63.pdf

Matías Guerrero-Gatica

Papers

Shifting Gears for the Use of the Shifting Baseline Syndrome in Ecological Restoration

Traditional and Local Knowledge in Chile: Review of Experiences and Insights for Management and Sustainability

Silvopastoralism, local ecological knowledge and woodland trajectories in a category V- type management area

What Are ILK in Relation to Science? Using the ‘Ethic of Equivocation’ to Co-Produce New Knowledge for Conservation

Local Territorial Practices Inform Co-Production of a Rewilding Project in the Chilean Andes