Browsing by Author "Wyndham, Felice S."

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    Bird signs can be important for ecocultural conservation by highlighting key information networks in people-bird communities
    (2023) Wyndham, Felice S.; Park, Karen E.
    The ways people think, feel, speak about, and act in and with environments are inextricably intertwined with the well-being of other living things, including birds. We report on the kinds of messages contained in 598 examples of locally-defined signs from 498 bird taxa from 169 sources and 123 ethnolinguistic groups. Using Peirce's three sign forms: symbolic, iconic, and indexical, we analyze one aspect of human-bird interactions: that of reading bird sign for ecological and social interpretations. Understanding ecological semiotic nuance is important for translating between local, regional, and global science, and for respecting autonomous processes of local people attributing value or lack thereof to birds and their habitats. Over one-third of the signs in our sample (216; 36%) were specifically described as omens of some kind, commonly of death, illness, or something "bad". Three modes of message delivery account for the majority of the data: predicting (60%), bringing (15%; including news, rain, luck), and indicating (15%; including seasonal change, fruit ripening, animals). Reading birds to predict weather (especially rain) was common, as was listening to and interpreting birds' alarm calls warning of snakes or predators, and knowing that a certain bird indicates the presence of certain other animals, or of a water source. We collected 51 examples of warblish, the imitation or translation of bird sounds into non-onomatopoeic words. We argue for the amplification of ecocultural conservation (attending to histories of human-nonhuman relationships in place) to channel resources and land control to local and Indigenous managers who are immersed in relevant bird-people information networks. We discuss the importance of (1) reduction of uncertainty in local and hyper-local environments, (2) biocultural provocations in which birds fulfill important roles in human society, and (3) informational connectivity and locally-defined interspecies ethical relationships as key elements for inclusive and effective ecocultural bird conservation.
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    HOW CAN WE TEACH OUR CHILDREN IF WE CANNOT ACCESS THE FOREST? GENERATIONAL CHANGE IN MAPUCHE KNOWLEDGE OF WILD EDIBLE PLANTS IN ANDEAN TEMPERATE ECOSYSTEMS OF CHILE
    (2016) Barreau, Antonia; Tomas Ibarra, Jose; Wyndham, Felice S.; Rojas, Alejandro; Kozak, Robert A.
    For many indigenous peoples, the contributions of wild edible plants go well beyond nourishment; they are often also used as dye and medicines, as well as markers of identity. However, historical and contemporary processes of land grabbing, forest loss, acculturation, and lifestyle changes may erode the transmission of plant knowledge to new generations. In this paper, we document 1) the botanical knowledge of wild edible plants and 2) perceived influences on the transmission of this knowledge to younger generations in a Mapuche community in Andean temperate forests, Chile. Thirty-seven people participated in this study. We conducted participant observation, freelists, and informal, photo-elicitation, and semi-structured interviews. A total of 47 wild edibles were recorded (42 plants were determined to species level by participants). Diguene (Cyttaria espinosae; Smith's Index of Saliency, S = 0.82) was the most salient wild edible, followed by changle (Ramaria flava, S = 0.68), maqui (Aristotelia chilensis, S = 0.67), murra (Rubus ulmifolius, S = 0.59), and pinon (Araucaria araucana, S = 0.56). Participants provided detailed information on species seasonality, ecology, and changes in availability over time. Most adult women and elders had a comprehensive knowledge of wild edibles. However, younger generations were not learning what the elders had once learned. The lack of access to forests and the formal school regime were reported as the main factors interrupting the transmission of knowledge. Because Mapuche pedagogy is oral and in situ, land loss and the school regime have left younger generations with few opportunities to engage in these forms of indigenous pedagogy.