Th The e role ole of of tr trad adit itio ional l kno nowle ledge exp xperts in n the the con onservatio ion an and use use of of Neg egle lected an and Und nderutil iliz ized Spec pecie ies in n the the La Lares Val alle ley. Bri ridgin ing Kno nowle ledge systems thr through dec decolo loniz izin ing methodolo logie ies 26/03/2018
I. I. Context
The Lares Valley a. Perú d. Communities of the Lares district 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 Peoples’ into Practice: Scaling up 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 Sowing Diversity = Harvesting Security Program 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.
The Sowing Diversity = Harvesting Security Program ANDES works in 3 pillars: Pillar 3 – Women, Seeds Pillar 4 – Pillar 1 – Scaling up models and Nutrition: (Key Governance and (Key activities. Participatory activities: Baseline study on Knowledge Plant Breeding of native Nutrition and Neglected and Systems (Local to corn and potatoes within Underutilized Species global policy- FFS, Training on Integrated (NUS), Inventory of Species maker influencing pest and Diseases using GIS technology, through evidence management and agro- Farmers Field Schools on and indigenous ecological practices, Seed Nutrition and sustainable communities management and and nutritious diets using upraising) production in the Seed NUS), Multiplication Center)
Asociación ANDES established in 1995 as a non-profit civil society organization focused on the conservation and sustainable use of biological dive rsity, 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 Vision Andean 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 Objectives 1. 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 II. . Build ilding brid ridges betw tween tr traditional knowledge and scie ience
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
Bui uild ldin ing g the he br bridges s thr hrou ough h trad adit itio ional al tool tools: the he role le of f the he local l resear archer – FFS and Local researchers Farmers Field Schools Local researchers Objectives Develop new knowledge and skills in the Develop the capacities of smallholder community as well as better understanding farmers as decision-makers and solution of agro-ecologic, eco-systemic and climatic innovators. Empower the communities productive processes. so they develop their own research Strengthen and create new skills and agenda. knowledge on biodiverse and sustainable Link local and scientific knowledge diets linked to use and conservation of local systems providing access to new biodiversity. capacities, information and evidence Strengthen farmers’ capacities in plant resulting from participative studies breeding. useful at the local level. Create capacities in understanding public policies related to farmers’ rights Actors Communities linked by a bio-cultural protocol Local technician team elected in their 1 FFS at least in each of the agro-ecological community during assembly. zone Professionals from ANDES Groups of 10-20 farmers per are/community Universities and International Research 2 Facilitators/local researchers Center researchers 1 professional from ANDES Project collaborators.
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