Talk:Ethnoecology

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Wiki Education Foundation-supported course assignment[edit]

This article was the subject of a Wiki Education Foundation-supported course assignment, between 26 January 2021 and 19 May 2021. Further details are available on the course page. Student editor(s): Cjaldana. Peer reviewers: LilyThue.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 20:54, 17 January 2022 (UTC)[reply]

Wiki Education Foundation-supported course assignment[edit]

This article was the subject of a Wiki Education Foundation-supported course assignment, between 16 August 2021 and 17 December 2021. Further details are available on the course page. Student editor(s): Megsleg, KNGeist, Finley808.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 20:54, 17 January 2022 (UTC)[reply]

Wiki Education Foundation-supported course assignment[edit]

This article is or was the subject of a Wiki Education Foundation-supported course assignment. Further details are available on the course page. Student editor(s): Lyoflo1.

Above undated message substituted from Template:Dashboard.wikiedu.org assignment by PrimeBOT (talk) 20:55, 16 January 2022 (UTC)[reply]

Adding Ethnoecological Examples[edit]

IB 35AC will be adding examples of Ethnoecology in practice today specifically in Brazil and Mexico. Lyoflo1 (talk) 20:30, 5 November 2018 (UTC)[reply]

Fact Checking References, Adding New Sources when Needed[edit]

IB35AC will be fact checking sources, and updating new sources. Lyoflo1 (talk) 20:30, 5 November 2018 (UTC)[reply]


Early history of this article?[edit]

Found large 'hidden' section to this article, particularly regarding the history of ethnoecology .. but not explanation within this discussion page as to why it was so hidden.

The material has not been properly cited/wikified .. and in the edit history there appear to be some prior claim to possible copyright violation (?) ... but, never-the-less, it did seem to be material that could be worked with .. and much more informative than the very very bare stub that was dispalying!!

For the above reasons I've put the material back on display in the article .. with some reformatting and slight, initial editing .. and I have removed some of the material .. some of which I now paste some previously headed CURRENT ETHNOECOLOGY" immediately below, in case someone wishes to rework it and wikify it, and reinclude it:

Now it is more common to understand that there is a multitude of ways to view the world, and that despite the fact that we all may see the same landscape, and objectively agree that there are features that exist in that landscape, how we interpret and understand this landscape can greatly differ. What is picked out and highlighted as areas of significance, or overlooked and ignored can vary depending on a person’s particular understanding of the world. This particular viewpoint will inform how that person behaves, in motivation, action, or relation to the environment before him or her.
The application of systems of ecological knowledge is now the focus of ethnoecology. Now that the period of data-gathering for the sake of data is largely over, it is the connection of information to action that is worth studying Bruceanthro (talk) 13:38, 19 April 2008 (UTC)[reply]

Also:

This sees a universality to all patterns of classifications, as if all things can be seen the same way in all cultures, given that different organization systems seem to match the Western systems. A sense of Western superiority can be detected in the practice of comparing all other systems to the Western classification categories. Bruceanthro (talk) 14:09, 19 April 2008 (UTC)[reply]

Cut and pasted from article: relevant?[edit]

Case Studies[edit]

The process of soil formation is very complex involving a number of physical, chemical and biological transformations. The topmost layer of soil is comparatively richer in nutrients and supports maximum living forms. However, in deeper layers soil composition with respect to particles, nutrients and other associated properties varies distinctly. Thus, there are a number of zones one cannot notice when a soil profile is made for analysis of soil depth. The profile character varies distinctly from place to place, particularly with respect to their depth, colour and composition.

— S.V.S Rana [1]

Hyde Park, Georgia[edit]

In the book Polluted Promises by Melissa Checker (2005), the residents of Hyde Park, which consisted of a mostly African American demographic, became more aware over time of the methodology of soil sampling and the ways in which the EPA was stating it’s analysis of soil samples at Hyde Park.[2] Residents of Hyde Park were exposed to multiple chemicals at multiple times and in multiple places, which allowed the EPA to make educated decisions on where to gather soil samples. This gave the EPA a better grasp of where Hyde Park’s central toxicity areas were. This information was used against the residents of Hyde Park resulting in soil samples that yielded little to no data on the toxicity and health status of the polluted ecology of Hyde Park. This illustrates the political complexity of federal organizations like the Environmental Protection Agency as well as their ability to mask their inaction of restoring the environment and ecology of Hyde Park.

Ethnoecology and human rights abuse[edit]

On March 14, 1954 the United States detonated a 15-megaton hydrogen bomb near the island of Bikini. The weapons test was actually a series of nuclear testing and the operations were titled operation “Bravo” and operation “Crossroads”. The explosion produced a crater 240 feet deep and 6,000 feet across, melting coral atoll, sucking it up and scattering the radioactive coral ash fallout.[3] The intention of the United States was to observe and note the maximum amount of fallout from the explosion.[4] Again, ethnoecology and politics have strong ties when it comes to human rights abuse. For example, “the United States governments initial response was to downplay the health risks of weapons testing thought a public relations campaign continued through the next 2 decades" following the initial tests of the hydrogen bomb.[5] The morning of the hydrogen bomb testing wind was blowing in the direction of two inhabited islands, Rongelap and Uterik, which are approximately 100 to 300 miles away from Bikini.

Every year since 1954, doctors and scientists under contract of the Atomic Energy Commission and the Department of Energy have returned to the Marshall Islands to test people. Their studies indicate that the Rongelapese suffer from high rates of thyroid cancer and leukemia, reproductive problems, and secondary symptoms associated with a breakdown of the immune system.[6] These two federal departments on top of everything else explained to the islanders that there is no method to determine whether Marshallese cancers came from exposure to nuclear fallout. Indigenous rights go out the window it seems, just as soon as the United States government steps in. This illuminates the enormous amount of neglect for human life that local and foreign governments have when undergoing research, investigations, and contract work.

Bruceanthro (talk) 12:03, 3 May 2010 (UTC)[reply]

References

  1. ^ Rana, S.V.S. (2007). Essentials of Ecology and Environmental Science, 3rd Revised Edition. Berlin: Prentice-Hall of India Pvt.Ltd. p. 392. ISBN 8120333004.
  2. ^ Checker, Melissa (200). Polluted Promises: Enviromental Racism and the Search for Justice in a Southern Town. New York: NYU Press.(Checker 2005)
  3. ^ Johnston, Barbara (1994). Who Pays the Price? The Sociocultural Context of Environmental Crisis. Washington D.C.: Island Press. ISBN 1559633034.
  4. ^ Johnston, Barbara (1994). Who Pays the Price? The Sociocultural Context of Environmental Crisis. Washington D.C.: Island Press. ISBN 1559633034.
  5. ^ Johnston, Barbara (1994). Who Pays the Price? The Sociocultural Context of Environmental Crisis. Washington D.C.: Island Press. ISBN 1559633034.
  6. ^ Johnston, Barbara (1994). Who Pays the Price? The Sociocultural Context of Environmental Crisis. Washington D.C.: Island Press. ISBN 1559633034.


Revision[edit]

This article is being revised as part of an anthropology project to become more neutral and informative. Some of the references that will be added are:

Nazara, Virginia D. . Ethnoecology:Situated Knowledge/Located Lives. Tucson: The University of Arizona Press, 1999. Print. Blount, Ben G., and Ted L. Gragson. Ethnoecology:Knowledge,Resources, and Rights. Athens and London: The University of Georgie Press, 1999. Print.

The article will be improved from start-class with the addition of references and the reorganization of the article's structure to include more of the broader cultural implications of ethnoecology and its uses.

Mdowne (talk) 17:09, 4 March 2012 (UTC)[reply]

Ethnoecology review[edit]

Good work on reorganizing and adding to the Traditional Ecological Knowledge and introduction sections. However, TEK is the only part of the article with any in-text citations. If you can find the time, you might want to try adding one or two. EmeraldWithin (talk) 21:56, 26 March 2012 (UTC)[reply]

Mt.A student Review[edit]

Good use of citations, you could always use more, but the amount you have it just fine. You did a good job executing this task, your category of TEK is comprehensible and well laid out. Also, interesting topic, thought it was cool. Good summary of the information you found.

Eakent (talk) 11:56, 30 March 2012 (UTC)[reply]

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Wikipedia Ambassador Program course assignment[edit]

This article is the subject of an educational assignment at Mount Allison University supported by WikiProject Anthropology and the Wikipedia Ambassador Program during the 2012 Q1 term. Further details are available on the course page.

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