The role of traditional knowledge experts in the ...andes.center/wp-content/uploads/2016/09/Annex_12-Presentation-A… · 26/03/2018 The role of traditional knowledge experts in the

26/03/2018

The role of traditional knowledge experts in the conservation and use of Neglected and Underutilized

Species in the Lares Valley.Bridging Knowledge systems through decolonizing

methodologies

I. Context

The Lares Valley

d. Communities of the Lares districta. Perú

Cusco

b. Cusco region

c. Calca province

The Lares Valley

➢ High mountain system of agriculture of

3 main altitudinal zones (high diversity

of eco-climates within each zone)

➢ Each zone hosts diverse range of crops;

potato (& livestock) fodder crops in high

zones; maize & other Andean root &

tuber crops – mid zones; etc.

➢ High diversity within crop species.

➢ Farmer´s livelihoods: based on bio-

diverse Andean crops and barter

markets (reciprocal relationships)

➢ Main economic activity of families is

agriculture (men and women participate

in)

➢ Marginalized socioeconomic

population, vulnerable to climate

change

The Lares Valley

➢ Scaling-up biodiversity management taking

lessons learned in the biocultural

territory of the Potato Park and adapting

them to the reality of Lares ( for the project:

13 rural communities, 1361 Quechua

families, who represent some of the

poorest population of Peru)

➢ Started with the project “Putting Lessons

into Practice: Scaling up Peoples’

Biodiversity Management for Food

Security”

The Sowing Diversity = Harvesting Security Program

➢ Strengthen farmers’ seed systems

(rights & technical) for food security

➢ Active from lowland paddy fields, to

high mountain altitudes and semi-

arid regions

➢ 518 Farmers Field Schools in

Particiatory Plant Breeding and

Neglected and Underutilized

Species.

➢ Implemented in Vietnam, Laos,

Myanmar, Peru, Zimbabwe

➢ 50 Partners and allies - Local to

National


The objectives of the SD=HS Program are:

➢ To uphold, strengthen and mainstream the rights and technical capacities of indigenous

peoples and smallholder farmers, and

➢ To influence local to global policies and institutions on the access to and sustainable use of

plant genetic resources for food and nutrition security under conditions of climate change.


ANDES works in 3 pillars:

Pillar 1 – Scaling up models

(Key activities. Participatory

Plant Breeding of native

corn and potatoes within

FFS, Training on Integrated

pest and Diseases

management and agro-

ecological practices, Seed

management and

production in the Seed

Multiplication Center)

Pillar 3 – Women, Seeds

and Nutrition: (Key

activities: Baseline study on

Nutrition and Neglected and

Underutilized Species

(NUS), Inventory of Species

using GIS technology,

Farmers Field Schools on

Nutrition and sustainable

and nutritious diets using

NUS),

Pillar 4 –

Governance and

Knowledge

Systems (Local to

global policy-

maker influencing

through evidence

and indigenous

communities

upraising)

Asociación ANDES

established in 1995 as a non-profit civil society organization focused

on the conservation and sustainable use of biological diversity,

and agricultural systems for food security

ANDES developed a

community managed,

integrated agricultural

landscape management

approach for the protection

of biocultural heritage, food

sovereignty and “Buen

Vivir”. The first of these

areas is the Potato Park,

established in 2002; it has

become an internationally

recognized model which is

being scaled up and

replicated in Peru and

globally.

Asociación ANDES

VisionAndean Indigenous communities with the capacity and access to effective strategies for

conservation and sustainable use of their biocultural heritage, food sovereignty, and

harmonious relations between the realms of humans, nature and the sacred

Mission Promote a holistic approach to conservation and development based on rights and the

ancestral Andean principle and philosophy of well-being, Sumaq Kausay

Objectives1. Promote the implementation of Biocultural Territories, a model which creatively unites

traditional knowledge and practices with science and adaptation to processes of global

change

2. Support resilient and biodiverse agricultural systems by applying research methodologies

that integrate traditional knowledge and science

3. Facilitate the exchange of experiences and knowledge through horizontal education

programs

4. Foster the development and implementation of local, national and international policies

related to the rights of indigenous peoples, traditional agricultural and food systems, and the

rights of our Mother Earth, la Pachamama.

II. Building bridges between traditional knowledge and

science

Principles of the SD=HS approach - Andean education principles

Ruway (or Llankay) means to do, and learning while doing is a key

component of learning in the Andes. Agricultural knowledge is passed

from one generation to the next while practicing agriculture in the field.

Learning by doing incorporates audio, visual, and tactile senses into

learning and memory.

Yachay relates to thinking and knowing. This aspect of learning is often

prioritized in formal education systems. Learning through observation,

logical thinking, experimentation and analysis embody Yachay learning.

Munay refers to the heart and feelings, but not only in the sense of

affect and love. This refers particularly to our connection to other

individuals and groups, to the Pacha Mama, and all the elements of the

earth. Learning as part of a group, networking, and exploring our

connections to the world, for example through policy development,

reflect Munay learning.

Principles of the SD=HS approach - The multiple evidence approach

➢ Use flexible methods and Multiple Evidence Base approach to collect and validate

scientific information and traditional knowledge and create epistemological bridges

between these two knowledge systems

➢ Mixed methods integrating qualitative and quantitative data through a sequencing

process. Strategies for collecting qualitative and quantitative datasets are used.

➢ Use of triangulation of data in the qualitative approach (questionnaire, observation and

focus groups)

Knowledge-based participatory Action-research (IIED, ANDES, 2017)

Principles of the SD=HS approach - Decolonizing methodologies

➢ The aim is to ensure that research with indigenous peoples can be more respectful,

ethical, sympathetic and useful. It is based on developing relationships and following

community protocols, and explicitly addresses issues of power and rights (Smith, 1999).

➢ This methodology sought to place control of actions and decisions that affect their lives

in the hands of indigenous peoples themselves: from how problems and actions are

conceptualized to how actions are taken and by whom (Argumedo 2012)

Principles of the SD=HS approach - Decolonizing methodologies

➢ FPIC

Practiced on the field by ensuring the engagement of the communities of Lares in the

design, implementation and evaluation of the research. Their participation aimed to

empower participants and local institutions allowing its involvement as facilitators along the

process.

Three main strategies enhance the participation:

• Leading the process from the local office in Lares. In order to enhance trusting

relationships with the community participating, much of the work is done in the Lares

office.

• Integrating local people in the research team as local technicians. Local technicians are

elected in each participating communities to be surveyors and facilitators. They were

trained to ensure the reliability of the results and their operative autonomy.

• Mixing professional and cultural profiles in the work team

Building the bridges through traditional tools: the role of the local researcher –

FFS and Local researchers

Farmers Field Schools Local researchers

Objectives Develop new knowledge and skills in the

community as well as better understanding

of agro-ecologic, eco-systemic and climatic

productive processes.

Strengthen and create new skills and

knowledge on biodiverse and sustainable

diets linked to use and conservation of local

biodiversity.

Strengthen farmers’ capacities in plant

breeding.

Create capacities in understanding public

policies related to farmers’ rights

Develop the capacities of smallholder

farmers as decision-makers and solution

innovators. Empower the communities

so they develop their own research

agenda.

Link local and scientific knowledge

systems providing access to new

capacities, information and evidence

resulting from participative studies

useful at the local level.

Actors Communities linked by a bio-cultural protocol

1 FFS at least in each of the agro-ecological

zone

Groups of 10-20 farmers per are/community

2 Facilitators/local researchers

1 professional from ANDES

Local technician team elected in their

community during assembly.

Professionals from ANDES

Universities and International Research

Center researchers

Project collaborators.


FFS and Local researchers

Duration Productive/farming cycle Permanent, part of the team of

ANDES in charge of the

implementation of research

projects.

Financing Per project Per project/ANDES budget

Key

Processes

Facilitating; planning, learning cycle,

training/knowledge transfer,

development of collective action.

Facilitating, motivating, diagnosis,

investigations (planning, baseline

studies, experimentation, analysis),

feedback, monitoring and

evaluation

Challenges Integrate the main educational Andean

principles.

Integrate State institution

Establish FFS networks

Develop the FFS as community processes

Creating Research networks

Develop research agendas

Harmonize the interests of the

projects with the interest of the

communities and farmers.


The Yupana Matrix


The Yupana Matrix


Khipu Database

Bridging” TK and Science” the example of Neglected and Underutilized Species.

–Participatory Baselining

The specific objectives of the process were:

➢ To assess the households dietary diversity.

➢ To explore social strategies and especially the food coping strategies during food

scarcity periods.

➢ To analyze how women and men manage the NUS system, including coping strategies,

social

access, diversity of uses, knowledge management.

➢ To explore the contribution of NUS in the well-being local concept, looking at the

inequalities between households and the local strategies to address them.

➢ To map the institutional opportunities to enhance the NUS systems.

➢ To assess participatory perceptions of underlying causes of malnutrition

SDHS project, Pilar 3: baseline study was conducted on NUS and nutrition in 2016.

The goal of this research was to assess the contribution of Neglected and Underutilized Species

(NUS) in the food security strategies of households in the communities of the Lares Valley in a

context of climate change.


–Participatory Baselining

NUS have variously been defined as “useful plants belonging to a large, biodiverse group of

thousands of domesticated, semi-domesticated or wild species which are marginalized, if not entirely

ignored, by researchers, breeders and policy makers” (Padulosi et al. 2013).


–Participatory Mapping and Assessments


–NUS: a biocultural component


–Use of apps for TK survey


–Use of apps for TK survey

III. A Holistic Approach for Biocultural conservation and

protection of TK

The Chalakuy Park as BCH Territory model

Its Main Objectives:

➢ Conservation of Genetic Diversity of Potatoes in a

Center of Origin and Diversity (Infra/intra specific)

➢ Conservation of landraces, NUS and WCR

➢ Conservation of Ecosystem Structure and

Functions

➢ Agroecology-based Sustainable Food Production

➢ (Agro) Biodiversity-based Endogenous

Development and Wellbeing (income and food

sovereignty)

➢ Enhancement of Local Human and Institutional

Capacities for the C&SU of Indigenous Peoples’

Biocultural Heritage

➢ Cross fertilization between science and IK

(Farmer-scientist collaboration)

➢ Effective Coordination and Cooperation with

Government Sectors

The Association of Communities of the Potato Park : first BCH model, TK-based Integrated

Landscape Approach for the in situ conservation and sustainable use of PGRFA,

systematically organized as Biocultural Heritage Territory, with interventions targeted at

potato populations (association with other native Andean species).


On April 2014, six communities of the district of Lares signed the constitution act of the

“Association of communities of the Chalakuy Park”

Next step: scaling-up of the Chalakuy Park of Lares to be a locally managed Indigenous

Biocultural Territory using the Indigenous Biocultural Heritage Area (IBCHA) model

developed by Asociación ANDES.

An IBCHA incorporates the best of contemporary science and conservation models and

rights-based governance approaches, including the IUCN’s Category V Protected Areas, as

well as positive and defensive protection mechanisms for safeguarding the Collective

Biocultural Heritage (CBCH) of indigenous peoples.

The enhancement of biodiversity management within the Chalakuy Park applies the

Indigenous Biocultural Heritage Area (IBCHA) model for local management developed by the

ANDES and the Potato Park.

Scaling-up sustainable systems is the adaptation of lessons learned in the Potato Park and

their application to the social-ecological reality of Lares.


The project aims to enhance community capacity to develop place-based adaptation approaches

that integrate mountain-specific climate strategies, research and knowledge, link traditional

knowledge and science and advocate for associated policy changes.

In the Chalakuy Park, traditional knowledge practices shape biodiversity conservation and

restoration:

89% of the communities in Chalakuy Park practice barter market, a system that reinforces

good nutritional practices and diversifies livelihoods.

69% of the communities in Chalakuy Park maintain the traditional Andean practice

of Ayni (reciprocity), for livelihood security.

71% of the communities in Chalakuy Park collect wild food for supplementing their diets and

for medicinal uses

Next Steps: Up scaling and down scaling in the Region

IFAD’s definition of scaling up: 'Scaling up means expanding, replicating, adapting and

sustaining successful policies, programs or projects in geographic space’

It includes in the SDHS project:

• Peoples´ capacities to organize, learn & act to continuously innovate & engage in policy

• Not merely imparting techniques but embed learning process, e.g. on farm

experimentation, policy analysis

• Ensure PGR at farmers’ own disposal in changing physical & social environments

• Gender lens: men & women farmers have different access & preferences

In this case, it is not only a program that is scaled up, but also the bio cultural heritage

approach linked to it.


Vertical Scaling-

Up:

Policy, legal,

political,

regulatory

changes to

institutionalise the

innovation at

national or

regional level

Horizontal Scaling-out

Expansion or replication: innovations

may be replicated in different

geographic sites or can be extended to

serve larger or different population

groups.


Vertical Scaling-Up:

• Formation of critical mass of multiple stakeholders

to influence policy reforms from local to national

and international levels.

• Mainstream & institutionalize focusing on policy

frameworks relevant to the Right to Food &

Farmers Rights and C & SU of TK

• Build Peoples’ capacities to exercise active

citizenship while conserving their biocultural

heritage territory

Horizontal Scaling-out

• Different levels in SDHS: PGR, farm,

ecosystem/landscape

• Across geographical boundaries: e.g.

replicating the repatriation of potatoes

in the Potato Park to the diverse agro-

ecological food zones in Lares (ANDES)

• The maize park: scaling out within

networks

Documents

The role of traditional knowledge experts in the ...andes.center/wp-content/uploads/2016/09/Annex_12-Presentation-A… · 26/03/2018 The role of traditional knowledge experts in the