cobracollective
In a process of video-mediated dialogue, participatory videos were made by community researchers in South-Central Rupununi, Guyana about traditional knowledge, its role in biodiversity conservation, and the relationship between Indigenous communities and the Kanuku Mountains Protected Area. In addition, a video was made with members of the Kanuku Mountains Community Representative Group (KMCRG) who are an Indigenous organisation representing the communities living around the protected area. These videos were screened to the Protected Areas Commission, Guyana to stimulate discussion and dialogue.
In a process of video-mediated dialogue, participatory videos were made by community researchers in the North Rupununi, Guyana about traditional knowledge, its role in biodiversity conservation, and the relationship between Indigenous communities and the Iwokrama International Centre who manages the Iwokrama Forest protected area. In addition, a video was made with members of the North Rupununi District Development Board (NRDDB) who are an Indigenous organisation representing the communities of the North Rupununi. These videos were screened to the Iwokrama International Centre, and a response video made, which was then taken back to the communities for further discussion and dialogue.
In a process of video-mediated dialogue, participatory videos were made by community researchers in Masakenarî, Guyana about traditional knowledge, its role in biodiversity conservation, and the relationship between the community and the Kanashen Amerindian Protected Area. The video was screened to the Kanashen Amerindian Protected Area Management Team, and a response video made, which was then taken back to the community for further discussion and dialogue.
The aim of this free e-module is to gain a good understanding what traditional knowledge is and the numerous benefits from ensuring its continued use and wider inclusion; to improve understanding of what good traditional knowledge inclusion looks like and how it can be achieved; to know how to engage with Indigenous and local communities in a respectful way; to explore common challenges for the inclusion of traditional knowledge and ways to overcome these; to highlight international Conventions and resources that support the inclusion of Indigenous and local people’s rights and traditional knowledge.
This manual provides practical steps to promote and use traditional knowledge in biodiversity conservation, using peer-to-peer knowledge exchange as a way to share best practices and to inspire communities to take action to current social-ecological challenges.
The aim of the trainer’s guide is to improve the capacity of Indigenous leaders and staff in government agencies and civil society organisations to strengthen and support inclusivity of Indigenous and local peoples in national decision-making and to safeguard their traditional knowledge, innovations and practices.
This review identifies good practice in traditional knowledge integration from around the world and provides recommendations for decision-makers aiming to improve the inclusion of traditional knowledge into policy and practice.
Mistry, J., Jafferally, D., Mendonca, S., Xavier, R., Albert, G., Robertson, B., George, E., Benjamin, R. and Ingwall-King, L. (2022). Oryx, 57(3): 325 - 334.