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Convergences and divergences between scientific and Indigenous and Local Knowledge contribute to inform carnivore conservation.

ABSTRACT: There is increasing recognition that diverse knowledge systems can work in mutually enriching ways and that Indigenous and Local Knowledge (ILK) can enhance biodiversity conservation. However, studies using scientific knowledge and ILK in a complementary manner, and acknowledging convergent and especially divergent insights have remained limited. In this study, we contrasted proxies of abundances and trends of threatened and conflict-prone carnivores (caracal, cheetah, jackal, lion, leopard, spotted hyaena, striped hyaena) derived separately from scientific knowledge and ILK. We conducted camera trapping, track surveys and semi-structured interviews with local pastoralists from northern Kenya. We found convergences highlighting the need for conservation action and divergences suggesting scientific ecological sampling limitations or underlying socio-psychological phenomena. Overall, our study shows that complementing scientific knowledge and ILK as separate sources of information and opening up space for discrepancies can enrich our understanding of the status and trends of carnivores, as well as recognizing human-carnivore relationships.

SUBMITTER: Torrents-Tico M

PROVIDER: S-EPMC8035381 | biostudies-literature | 2021 May

REPOSITORIES: biostudies-literature

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Convergences and divergences between scientific and Indigenous and Local Knowledge contribute to inform carnivore conservation.

Torrents-Ticó Miquel M Fernández-Llamazares Álvaro Á Burgas Daniel D Cabeza Mar M

Ambio 20210113 5

There is increasing recognition that diverse knowledge systems can work in mutually enriching ways and that Indigenous and Local Knowledge (ILK) can enhance biodiversity conservation. However, studies using scientific knowledge and ILK in a complementary manner, and acknowledging convergent and especially divergent insights have remained limited. In this study, we contrasted proxies of abundances and trends of threatened and conflict-prone carnivores (caracal, cheetah, jackal, lion, leopard, spo ...[more]

PMID: 33438166

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Project description:Evolutionary relationships among organisms are commonly described by using a hierarchy derived from comparisons of ribosomal RNA (rRNA) sequences. We propose that even on the level of a single rRNA molecule, an organism's evolution is composed of multiple pathways due to concurrent forces that act independently upon different rRNA degrees of freedom. Relationships among organisms are then compositions of coexisting pathway-dependent similarities and dissimilarities, which cannot be described by a single hierarchy. We computationally test this hypothesis in comparative analyses of 16S and 23S rRNA sequence alignments by using a tensor decomposition, i.e., a framework for modeling composite data. Each alignment is encoded in a cuboid, i.e., a third-order tensor, where nucleotides, positions and organisms, each represent a degree of freedom. A tensor mode-1 higher-order singular value decomposition (HOSVD) is formulated such that it separates each cuboid into combinations of patterns of nucleotide frequency variation across organisms and positions, i.e., "eigenpositions" and corresponding nucleotide-specific segments of "eigenorganisms," respectively, independent of a-priori knowledge of the taxonomic groups or rRNA structures. We find, in support of our hypothesis that, first, the significant eigenpositions reveal multiple similarities and dissimilarities among the taxonomic groups. Second, the corresponding eigenorganisms identify insertions or deletions of nucleotides exclusively conserved within the corresponding groups, that map out entire substructures and are enriched in adenosines, unpaired in the rRNA secondary structure, that participate in tertiary structure interactions. This demonstrates that structural motifs involved in rRNA folding and function are evolutionary degrees of freedom. Third, two previously unknown coexisting subgenic relationships between Microsporidia and Archaea are revealed in both the 16S and 23S rRNA alignments, a convergence and a divergence, conferred by insertions and deletions of these motifs, which cannot be described by a single hierarchy. This shows that mode-1 HOSVD modeling of rRNA alignments might be used to computationally predict evolutionary mechanisms.

Project description:BACKGROUND:Bridging the gap between local and scientific knowledge can have useful implications in the teaching-learning process because it can create environments conducive to the valorization of sociocultural diversity in schools. The present review aims to analyze the profile and contributions of scientific publications dealing with articulations between local and scientific knowledge in basic formal education. METHOD:Combined searches of 14 terms related to ethnoscience and 20 terms of education were conducted in English, Portuguese, and Spanish using the databases of Web of Science, Scopus, Science Direct, and Scielo. The recovered works were filtered, organized in a spreadsheet, and analyzed for publication characteristics (year, author, periodicals, countries of origin of the authors, and countries surveyed) and contents of the studies (epistemological bases, techniques of application, and record of the articulation of local and scientific knowledge). RESULTS:The research field that establishes these articulations is growing, with 81% of the works being written in the English language. A total of 494 researchers were recorded. The USA, South Africa, Brazil, Canada, and Australia were the countries of origin of the first author for the majority (64%) of the works considered. Multiculturalism, Vygotskian theory of learning, postcolonial theory, constructivism, critical pedagogy, and the argumentation theory were the main theoretical bases of half of the recovered works in which some explicit theoretical orientation could be found. Teacher training and interviews stood out as important tools in the application and record of links between local and scientific knowledge, respectively. CONCLUSIONS:Interdisciplinary approaches were common in the conception and application of pedagogical activities reported in the recovered works. Articulations between local and scientific knowledge are effective for culturally-sensitive scientific education, especially (but not exclusively) in schools directly related to traditional communities. There was a tendency to emphasize the teacher as a fundamental agent in the search for education that establishes these articulations. The authors of the analyzed works frequently indicated a need for greater proximity of the community to school spaces.

Dataset Information

Convergences and divergences between scientific and Indigenous and Local Knowledge contribute to inform carnivore conservation.

Publications

Convergences and divergences between scientific and Indigenous and Local Knowledge contribute to inform carnivore conservation.

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