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Native Ecological Knowledge Alida Bundy Department of Fisheries and Oceans RDI co-investigator International Collaborator Most of what follows below is drawn from two papers, by Caroline Butler and by Joanne Pereira. Both papers focus on native ecological knowledge (NEK) and present good overviews. Other papers also mention Native ecological knowledge and where there is something additional to say, I have included them. However, most papers discussing TEK referred to fisheries ecological knowledge rather than native ecological knowledge. Since we are treating these separately, / thought it best to keep them separate here too. / have substituted NEK for TEK below (except in direct quotations) to try and make it as clear as possible that we are discussing native ecological knowledge.   Identifying features of Native Ecological Knowledge (NEK) Emphasis on continuity and cumulatiV-6 acquisition of knowledge over time... Cultural transmission of informeMon down through generations (Berkes 1993, Johnson 1992). Knowledge base developed over centuries (Inglis 1993) Associated with communities with long histories of resource use, assuming continuity, isolation and autonomy in that resource use Formulated over generations through experience and maintained within culture through oral traditions (Boothroyd and Saddler 1994) Elders are usually the keepers of NEK - sharing of this knowledge is usually do through legends and/or stories Sustenance and survival of cultural identity are closely interrelated with the concept of TEK for First Nations People (Dene Cultural Institute 1991) Quantity and quality of TEK varies between members of the First Nations Communities (Johnson 1992) NEK is rooted in a holistic approach - the world in an interdependent system Generally an uncomplicated view of NEK (TEK) - suggesting that this may be due to the primacy of northern examples in Canada (Butler). A More Complicated View of NEK Risk of NEK being lost because it is an oral tradition - the lack of comprehensive and accurate documentation in most communities affects both the quality and the quantity of TEK (Dene Cultural Institute 1991). But (Butler) suggests that NEK (TEK) is more diverse, dispersed and fragmented than most literature reflects due to the erosion of NEK and physical, political, economic and regulatory changes. Erosion of NEK Example from the Fraser River, British Columbia, where NEK (Sto:lo Nation) has been eroded due to: Loss of traditional fishing sites Significant transformation of river and salmon stocks Diminished access to the river due to fishing regulations 2nd example of the Eulachon fishery of the Fraser River (see Butler)   Evaluating the Effects of Change There are several interpretations to the response of NEK to change and disruption Erosion of NEK as evolution of knowledge (Johnson 1992), NEK cannot instantaneously adapt to change. Need to integrate NEK with -other information increased with the degree of disruption(Chief Robert Wavey), . NEK is reliant on the cqntinuity of a resource and stability in resource use (Ruddle (1994), McGoodwin (1994), Sadler and Boothroyd (1993), Legat (1991)), Knowledge about the fishery no longer resides with one group, i.e. native fishers, but with competing groups influenced by different political and social forces, Get different types of knowledge - old knowledge and newer knowledge. As a result of the erosion of NEK and change, (NEK) is plural and fragmented, it must be gathered from many different groups and individual, and must be evaluated in light of each individuals experience of resource access and use." (Butler) This makes the study of and understanding of NEK more difficult - need to understand the processes and context within which local knowledge is produced (Felt 1994). "..it is crucial that TK not be constructed as a monolithic foil to scientific data" (Butler)   Integration of NEK into Formal Knowledge Systems Did not see any fishery examples. However, will draw upon the Pereira's discussion of the utilisation of NEK in the Environmental Impact Assessment (EIA), where similar issues are at stake. Working groups can consider the points made below and whether they are relevant to the questions that we are discussing here today. "The search for a sustainable society is a catalyst for rethinking the relationship of traditional ecological and western science in the form of EIA." (Boothroyd and Saddler 1994). The same could be said for fisheries science. In relation to ElAs, Pereira suggests that it is the lack of direction by government and in government policies make NEK a source of knowledge difficult to include in the EIA process. However, in fisheries, we have the opposite problem: the rather narrow concept of what constitutes useful information may be a factor that contributes to the difficulties experienced in trying to include, or in even thinking about including, other fisheries knowledge systems in fisheries analyses. Pereira offers 3 examples where NEK is incorporated with EIA. 0ne is… Hudson Bay Oil Exploration and Eiders, 1985 used semi-directed interviews to conduct a broad survey of the Inuit knowledge of eider duck biology. The interviews were taped, translated and transcribed and took place over 3 years. Results - got considerable temporal breadth of information Information revealed dramatic seasonal changes in distribution and habitat of elder ducks. These results would have taken extensive time and money to acquire without the Inuit.   Complications Trying to incorporate non-westernised concepts into a western constructed framework EIA (Fisheries Science) is traditionally reductionist: NEK is holistic and all encompassing Theoretical arguments against using NEK In aboriginal communities there is a belief that the non-aboriginal cannot understand NEK ... Non-aboriginal people may find it difficult to interpret and apply aboriginal legends, stories and ways of sharing knowledge. The inadequacy of scientific terminology to capture indigenous concepts often results in a loss of insight through translation. Any process that arise from the use of NEK should be controlled by aboriginals... NEK is a property right - non-aboriginal administration of NEK represents a failure to recognise this (Dene Cultural Institute 1991, Johnson 1992). Empowerment of aboriginal in the decision making process would address the problem of non-aboriginal peoples not being able to comprehend NEK Including the NEK in the EIA process is contrary to the Charter of Rights and Freedoms. Complications, and the inability to deal with these, are put down to the immaturity of the process (Federal Environmental Assessment Panel 1996)   Other Points of Consideration "....one cannot reify the "knowledge claims" of local users of the fishery resource" -nor should they be rcted on the basis of simply lim- ar forms of enquiry present in positivistic science. "aboriginal approaches to resource management provide an important counter model to contemporary practices of resource management" (Rettig, Berkes and Pinkerton) Neis and Felt (1995) suggest that major differences may exist between the traditional knowledge of indigenous peoples and that of contemporary commercial fishery workers It may be useful to reflect on what these differences are, how large these differences are and how they will affect the methodologies developed best suited to the study of native ecological knowledge