The emergence of a community mapping network: coastal eelgrass mapping in British Columbia

Abstract

The purpose of this paper is to document and theorize the emergence of a network of stewards concerned about the conservation of a marine habitat called eelgrass along the coastline of British Columbia, Canada. Today, by engaging as professional biologists, government employees, and volunteers using various mapping, outreach, and communication tools, these stewards generate knowledge on the geographic location and health of eelgrass habitat, how to educate the public, how to coordinate volunteers, and how to approach local governments--with the ultimate goal of convincing others that eelgrass is worth protecting. Our two-year ethnographic study began in the second year of a project that was designed to train twenty community coordinators how to map and monitor eelgrass habitat. The coordinators were faced with complex social, cultural, political, historical, and material landscapes--which made us wonder about how it was possible for the network to hold together while extending its reach. We provide evidence to support the claim that the network became more stable and was extended by particular performances. These performances emerged from recognition and resolution of resistances, in which the network was both resource for and object of its activity. In the process, (a) knowledge produced is made to move and do something, (b) coordinators and scientists involved acted as knowledge brokers between various communities, and (c) communication between coordinators was enabled and maintained.

“Dioxins are the easiest topic to mention”: Resident activists’ construction of knowledge about low-level exposure to toxic chemicals

“…The study involves an analysis of the relation between residents, politicians, and private companies in the area and points to the conflicting interests between these well-defined groups. Other studies support an interest in understanding how agreement is achieved particularly among residents or citizens, for instance, the study by Boyer et al (2009).…”

“…In this approach, scientists, experts, or authorities are responsible for initiatives that in some way relate laypeople and experts in processes with the intention of interaction and exchange of knowledge. Boyer et al (2009) use the notion public participation in a slightly different way as they apply the concept in an analysis of a process where residents involved themselves in the conservation of a physical environment.…”

Ecological mindfulness, spirituality, and life-long (hybrid, dialogical) learning: a tribute to Michiel van Eijck

“…So a book about images of science in science education is inherently about the culture of science in science education." While working in the Center of Scientific Literacy, and because of some of the connections that we had established with local activists in the context of which we had ongoing research projects including the replanting of eelgrass that Nikki Wright and SeaChange were doing together with members of local First Nations (Boyer et al 2009), Michiel became increasingly interested in the relationship between local knowledge and scientific knowledge, and he coined the notion of scientific literacy in the wild (van Eijck and Roth 2010a). The form of literacy he conceived of was situated, distributed, and dynamic in everyday local affairs rather than a stable body of knowledge to be memorized.…”

Reorienting science communication towards communities

“…Yli-Kauhaluoma and Hänninen, 2014], though some programs initiated by external authorities become community-driven once long-term, two-way relationships are built with existing community networks [e.g. Boyer, Roth and Wright, 2009]. An essential component of this transformation is community members' ability to co-design the program based on their own experiences and priorities, and thus to commence co-producing its future iterations.…”