Schooling and local environmental knowledge: Do they complement or substitute each other?

International Journal of Educational Development

Volumn 30, Issue 3, 2010, Pages 305-313

  Reyes García, Victoria ^a,b   Kightley, Eric ^c   Ruiz Mallén, Isabel ^a   Fuentes Peláez, Nuria ^d   Demps, Katie ^e   Huanca, Tomás ^f   Martínez Rodríguez, Maria Ruth ^g  

^a INSTITUT DE CIÈNCIA I TECNOLOGIA AMBIENTALS   (Spain)

^b BRANDEIS UNIVERSITY   (United States)

^c University of Florida ^*  (United States)

^d UNIVERSITY OF BARCELONA   (Spain)

^e UNIVERSITY OF CALIFORNIA   (United States)

^f Tsimane' Amazonian Panel Study TAPS   (Bolivia)

^g UNIVERSITY OF GEORGIA   (United States)

Author keywords

Contextualized learning; Local environmental knowledge; Tsimane' (Bolivia)

Indexed keywords

CURRICULUM; ENVIRONMENTAL EDUCATION; INDIGENOUS KNOWLEDGE; INDIGENOUS POPULATION; LEARNING; TRADITIONAL KNOWLEDGE;

BOLIVIA;

EID: 77549086780     PISSN: 07380593     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ijedudev.2009.11.007     Document Type: Article

References (60)

1. Atran S., and Medin D. Knowledge and action: cultural models of nature and resource management in Mesoamerica. In: Bazerman M., Messick D., Tinbrunsel A., and Wayde-Benzoni K. (Eds). Environment, Ethics, and Behavior (1997), New Lexington Press, San Francisco 171-208
2. Atran S., Medin D., and Ross N. Evolution and devolution of knowledge: a tale of two biologies. Journal of the Royal Anthropological Institute 10 (2004) 395-420
3. Ayantunde A., Briejer M., Hiernaux P., Udo H., and Tabo R. Botanical knowledge and its differentiation by age, gender and ethnicity in southwestern Niger. Human Ecology 36 (2008) 881-889
4. Barie, C.G., 2007. Bolivia: Cuánta Revolución Cabe en la Democracia? In: Latin America and Caribbean Comment. Fundación para las Relaciones Internacionales y el Diálogo Exterior.
5. Bentley J., and Rodriquez G. Honduran folk entomology. Current Anthropology 42 (2001) 285-301
6. Benz B.F., Cevallos J., Santana F., Rosales J., and Graf S. Losing knowledge about plant use in the sierra de Manantlan Biosphere Reserve, Mexico. Economic Botany 54 (2000) 183-191
7. Berkes F., Colding J., and Folke C. Rediscovery of traditional ecological knowledge as adaptive management. Ecological Applications 10 (2000) 1251-1262
8. Berkes F., and Jolly D. Adapting to climate change: social-ecological resilience in a Canadian Western Arctic community. Conservation Ecology 5 (2002) 18
9. Bonjour D., Cherkas L., Haskel J., Hawkes D., and Spector T. Returns to education: evidence from U.K. twins. American Economic Review 39 (2003) 1799-1812
10. Bradley J.C., Waliczek T.M., and Zajicek J.M. The relationship between environmental knowledge and environmental attitude of high school students. The Journal of Environmental Education 30 (1999) 17-22
11. Burns B., Mingat A., and Rakotomalala R. Achieving Universal Primary Education by 2015. A Chance for Every Child (2003), World Bank Publications, Washington, DC
12. Byg A., and Balslev H. Traditional knowledge of Dypsis fibrosa (Aracaceae) in Eastern Madagascar. Economic Botany 55 (2001) 263-275
13. Castagno A.E., and Braboy B.M.J. Culturally responsive schooling for indigenous youth: a review of the literature. Review of Education Research 78 (2008) 941-993
14. Castro Mantilla M.D. La viva voz de las tribus: El trabajo del ILV en Bolivia, 1954-1980. [The live voice of the tribes: the work of the Ilv in Bolivia, 1954-1980] (1997), Ministerio de Desarrollo Sostenible y Planificacion, Vice Ministerio de Asuntos Indigenas y Pueblos Originarios, La Paz, Bolivia
15. Contreras M.E., and Talavera M.L. The Bolivian Education Reform: 1992-2002. Case Studies in Large Scale Education Reform (2003), The World Bank, Washington, DC
16. Dillon J., Kelsey E., and Duque-Aristizábal A.M. Identity and culture: theorizing emergent environmentalism. Environmental Education Research 5 (1999) 395-406
17. Etkin N.L. Eating on the Wild Side: The Pharmacologic, Ecologic, and Social Implications of Using Noncultigens (2000), University of Arizona Press, Tucson
18. Gilliland H. Teaching the Native American (1995), Kendall/Hall, Dubuque, IA
19. Godoy R.A., Reyes-García V., Broesch J., Firzpatrick I., Giovanninni P., Martinez-Rodriguez M.R., Jha N., Huanca T., Leonard W.R., Tanner S., McDade T.W., and TAPS study team. Secular changes of indigenous knowledge of useful plants: separating age and cohort effects. Journal of Anthropological Research 65 (2009) 51-67
20. Gough A. Kids don't like wearing the same jeans as their mums and dads: so whose 'life' should be in significant life experience research?. Environmental Education Research 5 (1999) 383-394
21. Guest G. Market integration and the distribution of ecological knowledge within an Ecuadorian fishing community. Journal of Ecological Anthropology 6 (2002) 38-49
22. Hilliard A.G., and Sizemore B. Saving the African American Child (1984), National Alliance of Black School Educators, Inc., Washington, DC
23. Howard R. Education reform, indigenous politics, and decolonisation in the Bolivia of Evo Morales. International Journal of Educational Development 29 (2009) 583-593
24. Johns T. The Origins of Human Diet and Medicine: Chemical Ecology (1996), University of Arizona Press, Tucson
25. Kaufman J.S., Ewing M.S., Hyle A.E., Montgomery D., and Self P.A. Women and nature: using memory-work to rethink our relationship to the natural world. In: Reid A., and Scott W. (Eds). Researching Education and the Environment. Retrospect and Prospect (2008), Routledge, New York 63-80
26. Kuhnlein H.V., and Turner N.J. Traditional Plant Foods of Canadian Indigenous Peoples: Nutrition, Botany and Use (1991), Gordon and Breach Science Publishers, Quebec
27. Levinson B.A., Foley D.E., and Holland D.C. The Cultural Production of the Educated Person: Critical Ethnographies of Schooling and Local Practices (1996), State University of New York Press, New York p. 338
28. Lieberman G.A., and Hoody L. Closing the Achievement Gap: Using the Environment as an Integrating Context for Learning (1998), State Education and Environmental Roundtable, San Diego, CA
29. Lipka J. Integrating cultural form and content in one Yup'ik Eskimo classroom: a case study. Canadian Journal of Education 17 (1990) 18-32
30. Lipka J. Culturally negotiated schooling: toward a Yup'ik mathematics. Journal of American Indian Education 33 (1994) 14-30
31. Lipka J., Wildfeuer S., Wahlberg N., George M., and Ezran D. Elastic geometry and storyknifing: a Yup'ik Eskimo example. Teaching Children Mathematics 7 (2001) 337-343
32. Mcdade T.W., Reyes-Garcia V., Blackinton P., Tanner S., Huanca T., and Leonard W.R. Ethnobotanical knowledge is associated with indices of child health in the Bolivian Amazon. Proceedings of the National Academy of Sciences of the United States of America 104 (2007) 6134-6139
33. Medin D., and Atran S. Folkbiology (1999), MIT Press, Cambridge, MA
34. Miller M., and Foy J.E. Ensuring the Rights of Indigenous Children (2003), Innocenti Research Centre, United Nations Children's Fund, Washington, DC
35. Olsson P., and Folke C. Local ecological knowledge and institutional dynamics for ecosystem management: a study of Lake Racken watershed, Sweden. Ecosystems 4 (2001) 85-104
36. Ortega D., Rodriguez F., and Miguel E. Freed from illiteracy? A closer look at Venezuela's Robinson Literacy Campaign (2006), Wesleyan University, Middletown, CT Wesleyan Economics Working Papers
37. Perales H., Benz B.F., and Brush S.B. Maize diversity and ethnolinguistic diversity in Chiapas, Mexico. Proceedings of the National Academy of Sciences of the United States of America 102 (2005) 949-954
38. Quinlan M., and Quinlan R.J. Modernization and medicinal plant knowledge in a Caribbean horticultural village. Medical Anthropology Quarterly 21 (2007) 169-192
39. Reyes-García V., Byron E., Godoy R., Vadez V., Apaza L., Perez E., Leonard W., and Wilkie D. Measuring culture as shared knowledge: do data collection formats matters? Cultural knowledge of plant uses among the Tsimane' Amerindians of Bolivia. Field Methods 16 (2004) 135-156
40. Reyes-García V., Huanca T., Vadez V., Leonard W., and Wilkie D. Cultural, practical, and economic value of wild plants: a quantitative study in the Bolivian Amazon. Economic Botany 60 (2006) 62-74
41. Reyes-García V., McDade T., Vadez V., Huanca T., Leonard W.R., Tanner S., and Godoy R. Non-market returns to traditional human capital: nutritional status and traditional knowledge in a native Amazonian society. Journal of Development Studies 44 (2008) 217-232
42. Reyes-García V., Vadez V., Huanca T., Leonard W.R., and McDade T. Economic development and local ecological knowledge: a deadlock? Quantitative research from a native Amazonian society. Human Ecology 35 (2007) 371-377
43. Reyes-García V., Vadez V., Tanner S., Huanca T., Leonard W.R., and McDade T. Ethnobotanical skills and clearance of tropical rain forest for agriculture: a case study in the lowlands of Bolivia. Ambio 36 (2007) 406-408
44. Reyes-García V., Broesch J., Calvet-Mir L., Fuentes-Pelaez N., McDade T.W., Parsa S., Tanner S., Huanca T., Leonard W.R., and Martinez-Rodriguez M.R. Cultural transmission of ethnobotanical knowledge and skills: an empirical analysis from an Amerindian society. Evolution and Human Behavior 30 (2009) 274-285
45. Reyes-García V., Godoy R.A., Vadez V., Apaza L., Byron E., Perez E., Leonard W.R., and Wilkie D. Ethnobotanical knowledge shared widely among Tsimane' Amerindians, Bolivia. Science 299 (2003) 1707
46. Ruiz-Mallén I., Barraza L., Bodenhorn B., and Reyes-García V. Evaluating the impact of an environmental education programme: an empirical study in Mexico. Environmental Education Research 15 (2009) 371-387
47. Ruiz-Mallén I., Barraza L., Bodenhorn B., and Reyes-García V. School and local environmental knowledge, what are the links? A case study among indigenous adolescents in Oaxaca, Mexico. International Research in Geographical and Environmental Education 18 (2009) 83-97
48. Srithi K., Balslev H., Wangpakapattanawonga P., Srisangac P., and Trisonthi C. Medicinal plant knowledge an its erosion among the Mien (Yao) in northern Thailand. Journal of Ethnopharmacology (2009)
49. Steele J. Yo, Sí Puedo: south-south educational collaboration in practice. Society for International Education Journal 5 (2008) 29-44
50. Stefanoni P. Siete preguntas y siete respuestas sobre la Bolivia de Evo Morales. Nueva Sociedad 2007 (2007) 46-65
51. Sternberg R. Successful Intelligence (1997), Plume, New York
52. Sternberg R., Nokes C., Geissler P., Prince R., Okatcha F., Bundy D., and Grigorenko E. The relationship between academic and practical intelligence: a case study in Kenya. Intelligence 29 (2001) 401-418
53. Taylor D., Stevens E., Peregoy J., and Bath B. American Indians, mathematical attitudes, and the standards. Arithmetic Teacher 38 (1991) 14-21
54. Taylor P., and Mulhall A. Linking learning environments through agricultural experience-enhancing the learning process in rural primary schools. International Journal of Educational Development 21 (2001) 135-148
55. UNESCO. Learning and Knowing in Indigenous Societies Today (2009), UNESCO, Paris
56. Voeks R.A., and Leony A. Forgetting the forest: assessing medicinal plant erosion in eastern Brazil. Economical Botany 58 (2004) S294-S306
57. Wolfe B., and Haveman R. Accounting for the Social and Non-market Benefits of Education (2001), University of Wisconsin, Madison
58. Wolfe B., and Zuvekas S. Non-market outcomes of schooling. International Journal of Educational Research 27 (1997) 13-25
59. Yagi K. Indian Education Act project in the Portland public schools, 1984-85 evaluation report (1985), Portland Public Schools Evaluation Department, Portland, OR
60. Zent S. Acculturation and ethnobotanical knowledge loss among the Piaroa of Venezuela: demonstration of a quantitative method for the empirical study of traditional ecological knowledge change. In: Maffi L. (Ed). On Biocultural Diversity: Linking Language, Knowledge, and the Environment (2001), Smithsonian Institution Press, Washington, DC pp. 190-211