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

Journal of Ethnobiology

Volume 36, Issue 2, 1 July 2016, Pages 412-432

Open Access

  (Article)

Barreau, A.^a, 

Ibarra, J.T.^bc , 

Wyndham, F.S.^de, 

Rojas, A.^f, 

Kozak, R.A.^a

 

^a  Forests and Communities in Transition (FACT) Lab, Faculty of Forestry, University of British Columbia, Canada
^b  Centre for Local Development, Education and Interculturality (CEDEL), Villarrica Campus, Pontificia Universidad Católica de Chile, Chile
^c  Fauna Australis Wildlife Laboratory, Department of Ecosystems and Environment, School of Agriculture and Forestry Sciences, Pontificia Universidad Católica de Chile, Chile 

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Abstract

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). Digüeñe (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 piñón (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. © 2016 Society of Ethnobiology.

Author keywords

indigenous pedagogy; knowledge transmission; land loss; traditional ecological knowledge

ISSN: 02780771Source Type: Journal Original language: English

DOI: 10.2993/0278-0771-36.2.412Document Type: Article

Publisher: Society of Ethnobiology

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  Ibarra, J.T.; Centre for Local Development, Education and Interculturality (CEDEL), Villarrica Campus, Pontificia Universidad Católica de Chile, Chile; email:jtibarra@uc.cl
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