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| Adams, Megan S.; Department of Geography, University of Victoria; Raincoast Conservation Foundation; Hakai Beach Institute; megan.s.adams@gmail.com; Carpenter, Jennifer; Heiltsuk Integrated Resource Management Department; jcarpenter2@heiltsuknation.ca; Housty, Jess A.; Qqs Projects Society;; Neasloss, Douglass; Kitasoo/Xai-Xais Integrated Resource Authority; Spirit Bear Research Foundation;; Paquet, Paul C.; Department of Geography, University of Victoria; Raincoast Conservation Foundation; ppaquet@baudoux.ca; Service, Christina; Department of Geography, University of Victoria; Spirit Bear Research Foundation; Hakai Beach Institute; christina.service@gmail.com; Walkus, Jennifer; Wuikinuxv Nation Fisheries;; Darimont, Chris T.; Department of Geography, University of Victoria; Raincoast Conservation Foundation; Hakai Beach Institute; darimont@uvic.ca. |
| Ecological research, especially work related to conservation and resource management, increasingly involves social dimensions. Concurrently, social systems, composed of human communities that have direct cultural connections to local ecology and place, may draw upon environmental research as a component of knowledge. Such research can corroborate local and traditional ecological knowledge and empower its application. Indigenous communities and their interactions with and management of resources in their traditional territories can provide a model of such social-ecological systems. As decision-making agency is shifted increasingly to indigenous governments in Canada, abundant opportunities exist for applied ecological research at the community level.... |
| Tipo: Peer-Reviewed Synthesis |
Palavras-chave: Aboriginal; Collaborative research; Community engagement; Ecology; First Nations; Indigenous communities; Natural science; Resource management; Social-ecological systems; Trust. |
| Ano: 2014 |
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| Burford, Gemma; University of Brighton; Aang Serian (House of Peace); G.L.Burford@brighton.ac.uk; Kissmann, Susanne; Universidad Intercultural Maya de Quintana Roo; suskiss@cruzio.com; Rosado-May, Francisco J.; Universidad Intercultural Maya de Quintana Roo; fjrmay@hotmail.com; Alvarado Dzul, Santos H.; Universidad Intercultural Maya de Quintana Roo;; Harder, Marie K.; University of Brighton; Fudan University; M.K.Harder@brighton.ac.uk. |
| Intercultural education seeks to create a forum for integrating Western scientific knowledge and indigenous knowledge to address local and global challenges such as biocultural diversity conservation, natural resource management, and social justice for indigenous peoples. Intercultural education is based on learning together with, rather than learning about or from, indigenous communities. In the best examples, problem-based learning dissolves the dichotomy between indigenous and nonindigenous, resulting in full partnerships in which participants share expertise to meet mutual needs. With reference to literature and two illustrative examples of intercultural education initiatives in Mexico and Tanzania, we present an original conceptual framework for... |
| Tipo: Peer-Reviewed Insight |
Palavras-chave: Community engagement; Community-university partnerships; Indigenous knowledge; Intercultural education; Participation. |
| Ano: 2012 |
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