Mexican oregano is a non-timber forest product harvested in natural vegetation and represents an important source of income for rural families. Recent reports have highlighted decreases in natural populations caused by increased harvest intensity. Oregano leaf harvesting is a complex problem, involving different components and views, and has a clear spatial dimension. We proposed an analytical framework based on multi-criteria-multi-objective analyses. GIS tools were used as the platform for managing, displaying and analyzing ecological and socioeconomic information from different sources in order to evaluate land suitability of three different management strategies for two competing land objectives: oregano Harvest and oregano Regeneration. The incorporation of environmental evaluation criteria in the analysis allowed the identification of new potential oregano harvesting areas which were neither reported by harvesters, nor registered during harvesting trips. Socio-economic criteria, such as land tenure, highlighted the fact that a substantial proportion of current oregano harvesting areas are located outside ejido limits resulting in potential conflicts for resource access. The proposed Balanced oregano management strategy, in which the same proportion of suitable area (50%) was assigned to both objectives, represents the most favorable management strategy. This option allows harvesters to continue earning an income from oregano leaf harvest; and at the same time helps in the selection of the best areas for oregano regeneration. It also represents a management strategy with a smaller impact on oregano populations and on the harvesters ́ income, as well as lower monitoring costs. The proposed analytical frame-work may contribute to advance the application of systematic approaches for solving decision-making problems in areas where oregano leaves and other NTFP are harvested.
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This article reflects on formal education for sustainable development (ESD), demonstrating how critical course on culturally diverse ways of relating to nature can contribute both to an appreciation of alternative ways of relating to nature and to a more nuanced understanding of one's own cultural and ideological positioning. This article will focus on the analysis of student reactions to the film Schooling the World, shown to students as part of this critical course. The film stimulated the discussion of the effects of Western-style education on indigenous communities. In their evaluation, the students have demonstrated their critical ability to look beyond their own neoliberal education and cosmopolitan culture. The course described in this article can serve as a blueprint for educational initiatives that combine both ethnographic insights and critical scholarship addressing environmental education and ESD. https://doi.org/10.1016/j.ijer.2013.10.002 https://www.linkedin.com/in/helenkopnina/
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This chapter addresses environmental education as an important subject of anthropological inquiry and demonstrates how ethnographic research can contribute to our understanding of environmental learning both in formal and informal settings. Anthropology of environmental education is rich in ethnographies of indigenous knowledge of plants and animals, as well as emotional and religious engagement with nature passed on through generations. Aside from these ethnographies of informal environmental education, anthropological studies can offer a critical reflection on the formal practice of education, especially as it is linked to development in non-Western countries. Ethnographic and critical studies of environmental education will be discussed as one of the most challenging directions of environmental anthropology of the future. This is an Accepted Manuscript of a book chapter published by Routledge/CRC Press in "Environmental Anthropology: Future Directions" on 7/18/13 available online: https://doi.org/10.4324/9780203403341 LinkedIn: https://www.linkedin.com/in/helenkopnina/
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