Mentoring Program to Achieve SDGs in Local Contexts: A Case Study in Communities from Southern Mexico

Franquesa‐Soler, Montserrat; Carlos, André

doi:10.1089/sus.2018.0034

Cited by 7 publications

(9 citation statements)

References 12 publications

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“…This is the reason why evaluation is crucial for truly improving subsequent educational and conservational programs. Hence, in the current projects we are focusing on co-researching with the school and the rest of the community by including action components on local issues related to primate conservation and natural resources [45].…”

Section: Quality Of Education and Conservation Programs: The Need Formentioning

confidence: 99%

Evidence-based conservation education in Mexican communities: Connecting arts and science

et al. 2020

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Several studies suggest that 63% of primate species are currently threatened due to deforestation, pet-trade, and bushmeat hunting. Successful primate conservation strategies require effective educational programs capable of enhancing critical system-thinking and responsible behavior towards these species. Arts-based conservation education can simultaneously foster cognitive and emotional processes. In this paper, we evaluate an artsbased educational program focused on the conservation of black howler monkeys (Alouatta pigra). Our goals were to determine (1) whether children's knowledge changed with our educational techniques, (2) if there was a particular educational technique that better improved the children's learning, and (3) the children's emotional feedback regarding the whole program. A total of 229 children from communities located in primate-habitat areas, both inside and outside protected areas, participated in the study. Different educational techniques were tested (storytelling, theater and shadow puppets), contrasted with a control group, and evaluated through an analysis of drawings. Our results showed that children's knowledge increase with each art-based technique, with storytelling being the most effective for children's learning. Specific drawings indicators also revealed the increase of children's knowledge and a decrease of misconceptions between pre and post evaluations. Finally, a satisfaction survey about the program showed a high positive feedback. The study highlights the value of designing multidisciplinary projects, where arts-based education program (grounded in scientific information) has shown to be a successful way to communicate animal knowledge and promote conservation.

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Section: Quality Of Education and Conservation Programs: The Need Formentioning

confidence: 99%

Evidence-based conservation education in Mexican communities: Connecting arts and science

et al. 2020

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“…It may also be helpful to recognize and share that a global history of consumerism, land use, and poor conservation efforts have been the result of global consumers rather than the citizens in the area (Franquesa‐Soler & Sandoval‐Rivera, 2019; Lanjouw, 2021; Mabele et al, 2021). It is disingenuous to try to change behavior towards reduced consumption or use of forest resources when we are not investing efforts to change the behavior of the citizens in our cities, towns, and universities.…”

Section: Lessons Learnedmentioning

confidence: 99%

“…The external and simplistic perspective of considering communities as “homogeneous” has been reported to negatively influence conservation interventions (Waters et al, 2021). In addition, PCEPs should be aligned with a framework of the United Nations Sustainable Development Goals (SDGs) (Franquesa‐Soler & Sandoval‐Rivera, 2019), and with an environmental justice and decolonial lens (Krauss et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…This entails understanding all views in the community(Ellwanger et al, 2015;Reibelt et al, 2017;Remis & Hardin, 2009;Riley, 2013;Setchell et al, 2017), understanding history with government policy(Brosius, 2006;Dowie, 2011;Riley, 2020), understanding the history of land use in the area, understanding the value and role that primate species play in human cultures(Pinto-Marroquin et al, 2021) and perhaps most importantly, learning about/recognizing local ecological knowledge(Leblan, 2016;Mishra et al, 2017) before beginning any PCEP.Codesigning and socially constructing knowledge involves dialog, sharing of ideas, learning from one another, and collaborative activities well before implementation of PCEPs. These shared activities also allow for the identification of varied learning signals that may be able to be assessed via nontraditional metrics.It may also be helpful to recognize and share that a global history of consumerism, land use, and poor conservation efforts have been the result of global consumers rather than the citizens in the area(Franquesa-Soler & Sandoval-Rivera, 2019;Lanjouw, 2021;Mabele et al, 2021). It is disingenuous to try to change behavior towards reduced consumption or use of forest resources when we are not investing efforts to change the behavior of the citizens in our cities, towns, and universities.…”

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confidence: 99%

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Best practices are never best: Evaluating primate conservation education programs (PCEPs) with a decolonial perspective

Bezanson

Franquesa‐Soler

Kowalewski

et al. 2022

American J Primatol

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Who do we aim to educate with primate conservation education programs (PCEPs)? In a commentary published in a recent AJP, Annette Lanjouw suggested that many efforts to “educate” habitat‐country communities can be neocolonial in their approaches. Forest destruction and habitat loss are a result of global consumption and expansion. We therefore need to approach conservation education from many angles including local stakeholders, policy makers, government officials, and the humans living in industrialized nations who are major consumers of the items that shrink primate habitats. In this review, we investigate PCEPs to determine if the conservation education goals, education methods, and assessment processes are proceeding within a neocolonial context. We reviewed the last 20 years of primate conservation literature and looked for publications that were focused on education programs. We found that in 50 of 52 publications published between 2001 and 2021, the education programs take place in habitat‐country local communities. We also reviewed primate field researcher and field site websites, and in most cases, education programs were also focused on educating local communities living near or in nonhuman primate habitats. Exceptions were student clubs, zoo programs, and a high school outreach program. Many PCEP providers presented a list of “lessons learned” and we compiled their wisdom in combination with our experience to provide a framework for moving forward. We conclude that as conservation primatologists, we must think beyond our field sites to create opportunities for educational outreach. We can reach global consumers by linking to zoos, television/motion picture, print media, social media, and working with schools on curricula. Primatologists can engage our undergraduates to establish clubs and create meaningful assignments that reach beyond the classroom. We encourage primatologists from the Global North to consider their positionality and the history of conservation exclusion in their attempts to conserve primates.

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“…Johnson et al (2016) stresses that "productive and reciprocal collaboration, co-production and co-constructions of knowledge between indigenous and sustainability sciences could create a new vision for sustaining resilient landscapes" (p. 7) [28]. Although the SDGs are presented as desirable goals for meeting human needs and interests, they do not extend to include the kinds of complexities that are identified at the local level and in indigenous cultures, such as those in Mexico [29]. This research focuses on the SDG 6 and is an example of a study were a local study case reflects a problem that exists at the global scale.…”

Section: Sustainable Development In An Indigenous Contextmentioning

confidence: 99%

Improving Water Access and Health through Rainwater Harvesting: Perceptions of an Indigenous Community in Jalisco, Mexico

2019

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This article presents a mixed methods case study of an isolated indigenous community (the Wixaritari) in Jalisco state, Mexico, where the patterns of access to water have been changing due to Rainwater Harvesting Systems (RWHSs). The lack of water in this region is extremely precarious; women and children spend approximately one to three hours a day fetching water, and families live with less than 20 L per person/day. To better understand the relationship between water access and health derived from the use of RWHSs, we first analyzed epidemiological data (2014–2017) from cases of Acute Diarrheal Diseases (ADDs) and household water quality. Next, we surveyed households on water access after the introduction of RWHSs, including questions about perceptions of health problems associated with water. The results revealed that the introduction of RWHSs water access in this community has increased quantitatively and qualitatively and the incidence of ADDs has decreased significantly. However, the surveys and interviews indicate a disconnect between the incidence of ADDs and perceptions of health problems. We conclude that RWHSs can have tangible benefits, but they can be potentially undermined by perceptions of communities that have different understandings of the cause of disease.

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Mentoring Program to Achieve SDGs in Local Contexts: A Case Study in Communities from Southern Mexico

Cited by 7 publications

References 12 publications

Evidence-based conservation education in Mexican communities: Connecting arts and science

Evidence-based conservation education in Mexican communities: Connecting arts and science

Best practices are never best: Evaluating primate conservation education programs (PCEPs) with a decolonial perspective

Improving Water Access and Health through Rainwater Harvesting: Perceptions of an Indigenous Community in Jalisco, Mexico

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