Weaving Traditional Ecological Knowledge into Biological Education: A Call to Action

Abstract

As scientists and educators, we train our students to thoroughly examine all the available evidence and to consider alternative explanations for biological phenomena. In peer review, we critically assess whether the author has carefully cited the appropriate primary sources. And yet, in our biology curricula, we are perhaps unknowingly ignoring an entire body of knowledge that has potential significance to contemporary science and policy: traditional ecological knowledge (TEK). Indigenous peoples are the stewards of fully 4 percent of the land area of the United States and represent some 700 distinct communities possessing detailed knowledge of the biota of their homelands. Native American land holdings in North America collectively contain more wildlands than all of the national parks and nature conservancy areas in North America (Nabhan 2000). Globally, indigenous peoples inhabit areas with some of the highest remaining biodiversity on the planet (Durning 1992) and are actively engaged as partners in biodiversity conservation (Weber et al. 2000). Issues of sustainable development, resource management, and ecological restoration all include Native American stakeholders. Federal agencies are required to consult with tribes on a government-to-government basis on a host of scientific and natural resource policies. Thus, college biology graduates have a high probability of encountering issues involving indigenous cultures and TEK. However, the majority of scientific professionals and educators have little understanding of the value of TEK or its cultural context.

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