Co-producing sustainable solutions in indigenous communities through scientific tourism

Buzinde, Christine N.; Manuel-Navarrete, David; Swanson, Tod D.

doi:10.1080/09669582.2020.1732993

Cited by 32 publications

(17 citation statements)

References 34 publications

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“…We conducted the coding and analysis based on the criteria of qualitative social research (e.g., Bryman 2001;Mayring 2014), especially in the domain of Interpretative Phenomenological Analysis (IPA, Eatough and Smith 2017). The focus was self-reported data obtained from semi-structured interviews (informed by Leech 2002).…”

Section: Methods and Contextmentioning

confidence: 99%

Leveraging inner sustainability through cross-cultural learning: evidence from a Quichua field school in Ecuador

Gray

Manuel-Navarrete

2021

Sustain Sci

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Inner worlds and subjectivity are increasingly recognized as key dimensions of sustainability transformations. This paper explores the potential of cross-cultural learning and Indigenous knowledge as deep leverage points—hard to pull but truly transformative—for inner world sustainability transformations. In this exploratory study we propose a theoretical model of the inner transformation–sustainability nexus based on three distinctive inside-out pathways of transformation. Each pathway is activated at the inner world of individuals and cascades through the outer levels (individual and collective) of the iceberg model, ultimately resulting in transformations of the individual’s relationship with others, non-humans, or oneself. Our main purpose is to empirically investigate the activation of inner leverage points among graduate students who are alumni of an Indigenous language field school in the Ecuadorian Amazon. Semi-structured interviews designed around three core aspects—(1) human–nature relationships; (2) subjective change; and (3) acknowledgment for Indigenous culture—yielded expressions of becoming aware of new forms of relationships and empirically illustrate the roles of deep leverage points in triggering the three inside-out pathways of our model. A strategic focus on activating inner levers could increase the effectiveness of cross-cultural learning in fostering transformations in relationships with non-humans, oneself and others that may yield sustainability outcomes.

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Section: Methods and Contextmentioning

confidence: 99%

Leveraging inner sustainability through cross-cultural learning: evidence from a Quichua field school in Ecuador

Gray

Manuel-Navarrete

2021

Sustain Sci

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“…Positionality statements, whether or not authors and project partners refer to them as such (e.g., Carter et al 2019), are increasingly becoming a cornerstone of knowledge co-production work in all its forms (Buzinde et al 2020;Maclean et al 2021;McCarney 2018;Wilson et al 2020). According to Maclean et al (2021), "With regards to research, Positionality traditionally refers to the powerful and privileged position that researchers often have vis a vis those whom they 'research'.…”

Section: Researcher Positionality and A Sustainable Nunatsiavut Futures Positionality Statementmentioning

confidence: 99%

“…Similarly, Zurba et al (2019) indicate that "Boundary work includes methodologies to support knowledge sharing and co-creation between research partners as well as work that can translate research outcomes into on-ground action" (1024). In doing so, boundary work breaks down boundaries that may exist between different stakeholders, organizations, and institutions (Buzinde et al 2020;Leimona et al 2015;Zurba et al 2019). Boundary objects can be concepts, ideas, and items that all groups recognize and use as a mutual point of reference for actors with different epistemologies (Rathwell et al 2015).…”

Section: Approaches To Knowledge Co-productionmentioning

confidence: 99%

Learning from knowledge co-production research and practice in the twenty-first century: global lessons and what they mean for collaborative research in Nunatsiavut

et al. 2021

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An increasing need for novel approaches to knowledge co-production that effectively and equitably address sustainability challenges has arisen in the twenty-first century. Calls for more representative and contextual co-production strategies have come from indigenous communities, scientific research forums, and global environmental governance networks. Despite calls to action, there are no systematic reviews that derive lessons from knowledge co-production scholarship to interpret their significance through the lens of a specific sociopolitical and cultural context. We conducted a systematic review of peer-reviewed and grey literature on knowledge co-production published from 2000 to 2020. Using a hybrid inductive and deductive thematic analysis, we identified two conceptual themes—guiding principles and approaches—to structure the synthesis and interpretation of 102 studies. We found that knowledge co-production studies often converged on four interrelated principles: recognition of contextual diversity bounding knowledge co-production, preemptive and intentional engagement with indigenous knowledge holders, formation of shared understanding of the purpose of knowledge co-production, and empowerment of knowledge holders throughout the co-production cycle. These principles manifested in multiple approaches for interpreting, bridging, applying, and distributing power amongst diverse knowledge systems rooted in different epistemologies. We filter these findings through the social–ecological context that frames an ongoing knowledge co-production project with Inuit communities in Nunatsiavut, Canada: the Sustainable Nunatsiavut Futures Project. Our review suggests that emerging forms of knowledge co-production principles and approaches yield immense potential in diverse contexts. Yet in many regions, including Nunatsiavut, principles alone may not be enough to account for systemic and contextualized issues (e.g., colonization and data sovereignty) that can present roadblocks to equitable sustainability science in the twenty-first century if left unaddressed.

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“…A key challenge is avoiding the temptation of codifying contextual knowledge into any "universal" language of transdisciplinary science. Instead, Santos (2014) suggests that curiosity and openness to otherness must guide iterative dialogues between Indigenous and non-Indigenous knowers, and Buzinde et al (2020) consider the key role of boundary individuals and knowledge brokers in facilitating collaborations across cultural boundaries that respect difference. Horizontality highlights that science is, in fact, just one culturally specific knowledge production system amongst 6,900 documented culturally and linguistically-mediated Indigenous knowledge systems (Cole 2017).…”

Section: Horizontal Co-production With Indigenous Peoplementioning

confidence: 99%

“…For instance, scholars can embrace pluralistic and non-extractive practices based on fairly recognizing and rewarding Indigenous contributions. In perfectly horizontal co-production, Indigenous People would participate in research on equal footing (Buzinde et al 2020). Elinor Ostrom pioneered the analysis of co-production in public service provision (Ostrom et al 1978), paving the way for subsequent explorations of knowledge co-production between scientists and Indigenous communities in relation to sustainable comanagement of resources (e.g., Kofinas 2002, Armitage et al 2011.…”

Section: Introductionmentioning

confidence: 99%

Fostering horizontal knowledge co-production with Indigenous people by leveraging researchers' transdisciplinary intentions

Manuel-Navarrete¹,

Buzinde²,

Swanson³

2021

E&S

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Transdisciplinarity involves knowledge co-production with non-academics. This co-production can be horizontal when equal consideration is given to the contributions from different knowledges and ways of knowing. However, asymmetric power relations and colonial patterns of behavior, which are deeply rooted in academic culture, may hinder horizontality. Using Icek Ajzen's Theory of Planned Behavior, we elicited and analyzed the attitudes, perceptions, and behavioral intentions towards knowledge co-production of a team of seven Ecuadorian biologists while they were conducting fieldwork in Indigenous communities. All biologists acknowledged the benefits of collaborating with indigenous people. However, researchers with less fieldwork experience held unfavorable attitudes towards knowledge co-production. While all criticized the colonial biases of Ecuadorian society, more experienced participants were the only ones who perceived colonial dynamics as intrinsic to dominant scientific practices, and who expressed favorable attitudes towards horizontal co-production. They also perceived lower social pressure against co-production and greater behavioral control (i. e., greater confidence in their ability to perform co-production) than their peers; all of which confirmed their stronger behavioral intention to perform transdisciplinary co-production. Our analysis identified three structural factors affecting researchers' intentions:(1) disciplinarity predispositions acquired through formal education, (2) lack of decolonial approaches in academic curricula, and (3) pressures in academia to do more in less time. Personal decisions by more experienced participants, such as voluntarily engaging with transdisciplinary training or cultivating personal connections with Indigenous culture, appeared to be key enablers of horizontal forms of co-production. Understanding researchers' behavioral intentions might be key to seize, or waste, the decolonization opportunities brought about by the rapid advance of transdisciplinarity that is taking place in fields like sustainability or conservation science.

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Co-producing sustainable solutions in indigenous communities through scientific tourism

Cited by 32 publications

References 34 publications

Leveraging inner sustainability through cross-cultural learning: evidence from a Quichua field school in Ecuador

Leveraging inner sustainability through cross-cultural learning: evidence from a Quichua field school in Ecuador

Learning from knowledge co-production research and practice in the twenty-first century: global lessons and what they mean for collaborative research in Nunatsiavut

Fostering horizontal knowledge co-production with Indigenous people by leveraging researchers' transdisciplinary intentions

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