Conservation, culture, and the classroom: Place-based education for cultural continuity
Domain:
educationRecord type:
paper
Creator:
Lib
Publisher:
Uni
Host:
This article examines how conservation can disrupt indigenous Batwa cultural systems and marginalise traditional ecological knowledge, drawing on scoping fieldwork in Southwestern Uganda. It argues that place-based education can support cultural continuity by recognising traditional ecological knowledge as embodied and relational, rather than anecdotal. The article proposes a rights-based approach grounded in community ownership, intergenerational learning, and curriculum co-design, while emphasising safeguards against knowledge extraction.
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