Biodiversity loss undermines the long-term maintenance of ecosystem functions and the well-being of human populations. Global-scale policy initiatives, including the Convention on Biological Diversity, have failed to curb the loss of biodiversity. This failure has led to contentious debates over alternative solutions that represent opposing visions of value-orientations and policy tools at the heart of conservation action. We review these debates and argue that they impede conservation progress by wasting time and resources, overlooking common goals, failing to recognize the need for diverse solutions, and ignoring the central question of who should be involved in the conservation process. Breaking with the polarizing debates, we argue that biocultural approaches to conservation can guide progress toward just and sustainable conservation solutions. We provide examples of the central principles of biocultural conservation, which emphasize the need for pluralistic, partnership-based, and dynamic approaches to conservation.

Background: The integration of traditional ecological knowledge (TEK) into formal school curricula may be a key tool for the revitalisation of biocultural diversity, and has the potential to improve the delivery of educational objectives. This paper explores perceptions of the value of TEK to formal education curricula on Malekula Island, Vanuatu. We conducted 49 interviews with key stakeholders (local TEK experts, educators, and officials) regarding the use of the formal school system to transmit, maintain, and revitalise TEK. Interviews also gathered information on the areas where TEK might add value to school curricula and on the perceived barriers to maintaining and revitalising TEK via formal education programs. Results: Participants reported that TEK had eroded on Malekula, and identified the formal school system as a principal driver. Most interviewees believed that if an appropriate format could be developed, TEK could be included in the formal education system. Such an approach has potential to maintain customary knowledge and practice in the focus communities. Participants identified several specific domains of TEK for inclusion in school curricula, including ethnomedical knowledge, agricultural knowledge and practice, and the reinforcement of respect for traditional authority and values. However, interviewees also noted a number of practical and epistemological barriers to teaching TEK in school. These included the cultural diversity of Malekula, tensions between public and private forms of knowledge, and multiple values of TEK within the community. Conclusions: TEK has potential to add value to formal education systems in Vanuatu by contextualising the content and process of curricular delivery, and by facilitating character development and self-awareness in students. These benefits are congruent with UNESCO-mandated goals for curricular reform and provide a strong argument for the inclusion of TEK in formal school systems. Such approaches may also assist in the maintenance and revitalisation of at-risk systems of ethnobiological knowledge. However, we urge further research attention to the significant epistemological challenges inherent in including TEK in formal school, particularly as participants noted the potential for such approaches to have negative consequences.

Reducing Emissions from Deforestation and forest Degradation (REDD+) is an expanding global initiative oriented at slowing or reversing carbon emissions from forests in the Global South. The programme is based on the principle of payment for environmental services, where the carbon sequestration services of forests are seen to have a financial value which can be paid for through grant and market mechanisms. In this paper we explore how REDD+ is implemented, drawing upon the concept of governmentality. We focus on REDD+ practices in Indonesia, concluding with a case study focused on the Sungai Lamandau REDD+ project in Central Kalimantan. A cross-scalar approach is adopted that explores the different but overlapping strategies of actors congregating at international, national, and local scales. We detail the neoliberal strategies employed by international actors; the more disciplinary approaches evident within national planning processes; and local forms of engagement being practised by a forest community. Our findings reveal REDD+ to be comprised of a heterogeneous regime of disjointed practices that reflect the existing political ecologies and interests of differently located actors. Rather than consolidate these approaches we argue that the strength of the programme lies in its fluidity, which is creating new cross-scalar opportunities, and risks, for those pursuing forms of social and environmental justice.

McCarter, J., M. C. Gavin, S. Baereleo, and M. Love. 2014. The challenges of maintaining indigenous ecological knowledge. Ecology and Society 19(3): 39.http://dx.doi.org/10.5751/ES-06741-190339