teaching of TEK, and would be, in turn, impacted by TEK education. The workshop attracted participants from many countries, as well as from a variety of backgrounds: students and professionals from primary schools, tribal colleges, universities, federal agencies, and NGOs. This broad representation reflected the potential of TEK to truly diversify the group of people involved in ecology professions.TEK has been recognized for its potential to contribute to our understanding of ecological systems (Ludwig et al. 2001;Folke 2004) and as a source of new biological insights and models, in both conservation biology and ecosystem management. Integration of scientific approaches with TEK relies on the formation of equitable partnerships with indigenous communities, but many scientists are unfamiliar with the cross-cultural perspectives necessary for the development of these relationships. Linkages between scientific ecological knowledge (SEK) and TEK are difficult because the two come from different epistemological foundations. Even so, progress is being made around the world in linking SEK and TEK; for example, a TEK task force was created in 2005 by the International Union of Forest Research Organizations (IUFRO), whose objective is to understand the interrelationships of TEK and SEK in sustainable forest management. The IUFRO is among a growing number of Aquí describimos las reflexiones de un grupo reunido para discutir y construir ideas para la integración del conocimiento ecológico tradicional (CET) en la educación ecológica básica. La representación internacional dentro del grupo facilitó la recopilación de ideas de un conjunto diverso de gente sobre el amplio tema de la educación del CET. La inclusión del CET en la educación ecológica prevaleciente (más que su aislamiento en cursos separados y especializados) le permitiría ser más ampliamente respetado y reconocido por su utilidad para la investigación y manejo ecológicos. Además, la tradición oral, que juega un papel clave en la transmisión del conocimiento ecológico cultural, es un mecanismo poderoso para promover la educación del CET. Este artículo discute los beneficios del CET en la investigación y la educación, el trabajo que ya se ha realizado en la materia, y la conciencia ética que viene con la incorporación del CET en la educación.Here we describe the deliberations of a group convened to discuss and build on ideas for integrating traditional ecological knowledge (TEK) into basic ecology education. The international representation within the group facilitated collection of ideas from a diverse group of people on the broad topic of TEK education. Inclusion of TEK in mainstream ecology education (rather than sequestration in separate, specialized courses) would allow it to be more widely recognized and respected for its usefulness in ecological research and management. In addition, storytelling, which has a key role in the transmission of cultural ecological knowledge, is a powerful way to promote TEK education itself. This paper discusses the benefits of ...
Humans have emerged from simple beginnings in recent evolutionary time, to become one of the foremost forces affecting ecosystem structure and function. Evidence compiled over the past several decades has shown the widespread influence of anthropogenic processes on natural systems. The most striking examples of this include the creation of novel habitats, the causation of mass species extinctions, the severe degradation of many ecosystems, and of course, a profound impact on climatic trajectories (Wilson 1993, Cohen 1995, Hughes et al. 1997, Eldredge 1998, Ceballos and Ehrlich 2002, Millennium Ecosystem Assessment 2005, IPCC 2007, Ellis and Ramankutty 2008. Our rather recent ecological understanding has also shown the relative fragility of human systems, and our reliance upon the natural world (Pearce and Moran 1994, MEA 2006.Given the overwhelming implications of this evidence, ecologists must consider the responsibility of taking their findings beyond the academic realm into disciplines and mediums for communication they may never have considered before. Translating this knowledge into direct action through conservation initiatives, environmental justice, sustainability, and community efforts, or into doing research on how best to accomplish these goals, is what we have termed action-oriented ecology.Diverse approaches and people involved in tackling ecological issues add great strength to conservation efforts (Manolis et al. 2008). Through collaboration efforts between environmental activists, community organizers, artists, and scientists, we hope to foster a dialogue that will broaden, contextualize, and promote the creativity of all participants in the achievement of a common goal-a sustainable and "cooler" planet. Greater involvement of ecologists can enhance the understanding and application of ecological concepts in this struggle, ensuring that scientific rigor is brought to bear on our current challenges. Uniting disciplines and merging mediums of communication will help us formulate new strategies and tools to overcome some of the greatest challenges facing our time.With this in mind, a diverse group of ecology students and scientists met at Hidden Villa Ranch, Los Altos, California for the annual SEEDS Leadership Meeting to generate action-oriented approaches to addressing environmental issues. This entailed considering the multifaceted elements involved in problem solving, and the complex interaction of scientific and human dimensions. Within this framework, the students and professionals who attended the leadership meeting generated valuable input that provoked further consideration about the possible courses for action-oriented ecology through scientific research and collaborative efforts.
w ww ww w. .f fr ro on nt ti ie er rs si in ne ec co ol lo og gy y. .o or rg g E cologists help us to both understand and respond to RESEARCH COMMUNICATIONS RESEARCH COMMUNICATIONSUnderstanding why underrepresented students pursue ecology careers: a preliminary case study M Me el li is ss sa a J J A Ar rm ms st tr ro on ng g 1 1* * , , A Al la an n R R B Be er rk ko ow wi it tz z 2 2 , , L Le ee e A A D Dy ye er r 3 3 , , a an nd d J Ja as so on n T Ta ay yl lo or r 1 1 While the literature can tell us something about the number of people from underrepresented populations in science, there is scant evidence to explain why ecology in particular has among the lowest proportions of underrepresented students and professionals of any science. We conducted a case study of 39 African-American students from ESA's Strategies for Ecology Education, Development, and Sustainability program, focusing on the factors that influenced their choice of an ecology career pathway. Although the case study includes only African-American students, we review the literature pertaining to all minority groups in science. Our results indicate that family support in particular, along with research experience and a positive view of an ecology career, are important factors in a student's decision to pursue this career path. 420 w ww ww w. .f fr ro on nt ti ie er rs si in ne ec co ol lo og gy y. .o or rg g
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