U.S. Department of the Interior

U.S. Geological Survey

Traditional Ecological Knowledge (TAn Introduction and Discussion of TPotential to Inform Adaptive ManageHelen Fairley, Sociocultural Program ManagerUSGS, Grand Canyon Monitoring & Research CenterPresentation to the Technical Work Group, Tempe, ArizonApril 16, 2012
Traditional Ecological Knowledge (T

 What is traditional ecological knowledge? How is TEK compatible with and different from tr

western science?

 What are the historical roots of TEK? How has TEK been applied in environmental dec

making and adaptive management programs?

 What are key barriers to integration of TEK? What past efforts have been made to integrate N

American perspectives and TEK in the GCDAMP

 How could TEK be incorporated in science-base

adaptive management programs like the GCDAM
Basis for this Presentation

 Extensive Literature Review

 100’s of journal articles; numerous books

 Extensive anthropological literature Resource management applications: examples Global Sustainability, biodiversity Initiatives

 Review of Websites

 Federal Government: USFWS, NRCS, NOAA Ecological Society of American, SERI, IUNC, etc Native American educational organizations

 Informal Discussions & Correspondenc Personal Education & Experience
Common Themes in the Litera

 Definitional Issues

 What is TEK? Scope of TEK?

 Challenges of integrating 

Science and TEK

 Similarities and differences Power inequities

 Epistemological challenges

 How do we know what we know?

 Cross-cultural communication

 Same words, different meanings 

 Need for & value of TEK
What is TEK?

 No single accepted definition Multiple variants and synonyms, e.g., 

indigenous knowledge, local knowledg

 Most commonly cited (Berkes 1999):

“A cumulative body of knowledge, practice and belief, evoladaptive processes and handed down through generations cultural transmission, about the relationship of living beings (including humans) with one another and with their environ

 Alternative definition (Usher 2000):

“TEK refers specifically to all types of knowledge about the environment derived from the experience and traditions of particular group of people.”
TEK vs. Traditional/Local Know

 “Traditional knowledge”, “Indigenous 

knowledge”, “Native science” 

Implies broader scope but not used consistently 

 Definition of “Traditional Knowledge” 

Canadian NW Territorial Government: 

“Knowledge and values, which have

been acquired through experience, 

observation, from the land or from spiritual teachings, and handed down from one generation to another.”
“Local Knowledge”

 Sometimes used in lieu of TEK Knowledge derived from long term, dir

experience with local area and its reso

 Not specific to indigenous people Not necessarily “traditional”
“Its not really ‘knowledge’ at all

it’s more a way of life.” (Nadasdy

 Experience-based (“learning through doing”) Based on use of plants and animals Reflects Native understanding of human-animalland relationships (social relationships)

 Respectful Reciprocal Spiritual

 Holistic perspective Personal Based on tradition

but not static!
TEK and Traditional Western Scien

Emphasizing Differences *

TEK TWSHolistic, all elements linked ReductionistLearned from direct observation and experience

Formally taught and learned through analysis of data

Environment includes social and spiritual relationships

Environment is distinct and separate society, religion

Based on cumulative, collective experience

Based on laws and theories

Mainly qualitative Mainly quantitativeEmic: “insider” view / local actor Etic: “outside” view/ observerData generated and collected by the primary resource users

Data generated and collected by specialists or professional “experts”

Tested through application to daily living and subsistence practices

Tested through hypothesis falsificatioand modeling**

Transmitted orally from one generation to the next

Transmitted in writing between professional scientists**

*adapted from Barnhardt and Kawagley 2005

** USGS Fundamental Science Practices
TEK and Western Science:

Emphasizing Common Ground

Topic Commonalities between TEK & TWSOrganizing Principles Universe is unified, knowledge is subject to 

modification based on new evidence; management practices can be adapted based on new information

Habits of Mind Inquisitiveness, honesty, perseverance, 

open-mindedness

Skills and Procedures Empirical observation in natural settings, 

pattern recognition, verification through repetition, inference and prediction

Knowledge Plant and animal behavior, cycles, habitat 

requirements, interdependence; properties of objects and materials; positions and motion of objects; cycles of the earth and sky

*adapted from Barnhardt and Kawagley 2005
6 Faces of TEK (from Houde 20

Considoverlap TWS (BiologyResouManag

FactualObservations

ResourceManagementSystems

Past andCurrentUses

Limited OverlapWith TWS(Anthropology,Philosophy)

Cosmology

Culture andIdentity

Ethics and Values
What are the historical roots of 

in environmental decision-maki 1920s-1960s: Anthropological research 

among indigenous communities (worldwide)

 1960s-1980s: International development, 

biodiversity conservation movement (UNESCO Conventions)

 1980s-1990s: Canadian Government 

negotiates with First Nations to settle land claims; final agreements call for TEK recognition/use in resource planning 
Barriers to Integration of TEK in 

Environmental Management Pro Political: questions of power sharing, who defin

rules; underlying agendas (e.g., co-managementallocation of funding, etc.)

 Epistemological: very different forms of knowle

easily merged or compared; difficulties with interdisciplinary science a significant factor

 Sociocultural: communication styles, jargon, so

discourse, intellectual property rights

 Technical: data standards, peer review standard

sharing protocols, reporting 
Prior to GCDAMP (GCES II, 1991-199

 1993-1994: Tribes funded to document 

traditional knowledge about Grand Canyon and Colorado River. Reports by Hopi, Zuni, Navajo, Hualapai, and Southern Paiute Consortium

 1995-1997: Zuni Soil Conservation 

Service & NPS install traditional-style check dams at archeological sites

 1990s: Hualapai Tribe funded to 

monitor fish below Diamond Creek

 1994-1997: Tribes funded to monitor 

cultural resources. Some are explicit monitoring programs; others informal
Past Efforts to Integrate TEK and N

American Perspectives in the GCDA

 1999-2001: Reclamation funds tribal monitoring 

of the NHPA PA program

 2001-2005: GCMRC funds ethnobotany studies 

tribal monitoring (“Stakeholder-initiated Proposal

 2001-2004: Terrestrial Ecosystem Monitoring P

(TEMP) 

 2005: GCMRC hosts workshop to discuss & refi

monitoring programs

 2007: Dr. Jesse Ford presents on TEK to DOI m 2007: TWG recommends funding tribal monitori

programs through Reclamation 
Can TEK be incorporated into scien

based Adaptive Management Progra Potential roles for TEK in policy arena:

 Could help to define “desired future conditions Evaluate experimental outcomes based on TE

 Potential role for TEK in science program

 Identify potential monitoring indicators based  Design experiments that incorporate TEK

 Potential role for TEK in compliance arena 

(“mitigation of effects”)

 Monitor resource condition with TEK perspect Intergenerational outreach / education progra
Establish Foundations for Succ

 Communication among GCDAMP stakeholder

 Clarify goals: Integration vs. plural views  Clarify how TEK would contribute to AMP (Trib Clarify how TEK would contribute to decision-m

specify TEK-inclusion process (AMP leadersh

 Host focus groups or workshops to identify pot

applications of TEK in the AMP and define stare: data collection, data sharing, data manage

 Communication with Scientists: 

 Provide cultural awareness training; educate s

and managers about TEK and its relevance to 

 Encourage interdisciplinary & collaborative res
Foundations for Success, contin

Need written Agreements w/ Tribes spec1. Study goals (explicit)2. Data collection standards (also methods3. Reporting requirements4. Data sharing and data archiving plan5. Resolution of intellectual property issues6. Resolution of compensation issues7. Clear standards for what constitutes “suc
Literature Review: Take Home P

 TEK has some commonalities with traditional we

science – but there are also significant difference

 Value of TEK as alternative source of knowledge 

environmental management is recognized intern

 Different epistemologies, language, and cultural 

make integration with science very challenging 

 Processes and frameworks for incorporating TEK 

environmental planning are still evolving

 There have been many attempts to integrate TEK

relatively few unqualified success stories
Take Home Points, continued

 Integration of TEK is inherently political 

 Requires validation/acceptance of other forms of kn

besides western science

 Provides a platform for Native people’s involvemen Has implications re: power- sharing

 Successful incorporation of TEK in adapti

management requires (at a minimum):

 Clear goals for incorporating TEK (explanation of h

where TEK could be applied in the process) 

 Agreement and commitment by scientists, stakehol

managers to embrace alternative knowledge source

 Standards & Agreements for accountability (all part
Questions?