<i>HOW CAN WE TEACH OUR CHILDREN IF WE CANNOT ACCESS THE FOREST?</i> GENERATIONAL CHANGE IN MAPUCHE KNOWLEDGE OF WILD EDIBLE PLANTS IN ANDEAN TEMPERATE ECOSYSTEMS OF CHILE

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dc.contributor.authorBarreau, Antonia
dc.contributor.authorTomas Ibarra, Jose
dc.contributor.authorWyndham, Felice S.
dc.contributor.authorRojas, Alejandro
dc.contributor.authorKozak, Robert A.
dc.date.accessioned2025-01-23T21:29:58Z
dc.date.available2025-01-23T21:29:58Z
dc.date.issued2016
dc.description.abstractFor 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.
dc.fuente.origenWOS
dc.identifier.eissn2162-4496
dc.identifier.issn0278-0771
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/101442
dc.identifier.wosidWOS:000377540300010
dc.issue.numero2
dc.language.isoen
dc.pagina.final432
dc.pagina.inicio412
dc.revistaJournal of ethnobiology
dc.rightsacceso restringido
dc.subjectindigenous pedagogy
dc.subjectland loss
dc.subjecttraditional ecological knowledge
dc.subjectknowledge transmission
dc.subject.ods03 Good Health and Well-being
dc.subject.ods15 Life on Land
dc.subject.ods02 Zero Hunger
dc.subject.odspa03 Salud y bienestar
dc.subject.odspa15 Vida de ecosistemas terrestres
dc.subject.odspa02 Hambre cero
dc.title<i>HOW CAN WE TEACH OUR CHILDREN IF WE CANNOT ACCESS THE FOREST?</i> GENERATIONAL CHANGE IN MAPUCHE KNOWLEDGE OF WILD EDIBLE PLANTS IN ANDEAN TEMPERATE ECOSYSTEMS OF CHILE
dc.typeartículo
dc.volumen36
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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