Integrating Multiple Knowledge Systems into Environmental Decision-making: Two Case Studies of Participatory Biodiversity Initiatives in Canada and their Implications for Conceptions of Education and Public Involvement
Source: Environmental Values, Volume 12, Number 3, August 2003 , pp. 381-396(16)
Publisher: White Horse Press
Abstract:Biodiversity initiatives have traditionally operated within a 'science-first' model of environmental decision-making. The model assumes a hierarchical relationship in which scientific knowledge is elevated above other knowledge systems. Consequently, other types of knowledge held by the public, such as traditional or lay knowledges, are undervalued and under-represented in biodiversity projects. Drawing upon two case studies of biodiversity initiatives in Canada, this paper looks at the role that constructivist conceptions of education play in the integration of alternative knowledge systems in environmental decision-making. In so doing, it argues that the conservation, sustainable use and equitable sharing goals outlined by the Convention on Biological Diversity (signed in 1992 under the auspices of the United Nations Environmental Programme) demand new models of governance which embrace the adaptive management qualities of learning organisations.
Document Type: Research Article
Publication date: August 1, 2003
- Environmental Values is an international peer-reviewed journal that brings together contributions from philosophy, economics, politics, sociology, geography, anthropology, ecology and other disciplines, which relate to the present and future environment of human beings and other species. In doing so we aim to clarify the relationship between practical policy issues and more fundamental underlying principles or assumptions.
Environmental Values has an impact factor (2011) of 1.467.
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