26/03/2018
The role of traditional knowledge experts in the conservation and use of Neglected and Underutilized
Species in the Lares Valley.Bridging Knowledge systems through decolonizing
methodologies
I. Context
The Lares Valley
d. Communities of the Lares districta. Perú
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
into Practice: Scaling up Peoples’
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 1 – Scaling up models
(Key activities. Participatory
Plant Breeding of native
corn and potatoes within
FFS, Training on Integrated
pest and Diseases
management and agro-
ecological practices, Seed
management and
production in the Seed
Multiplication Center)
Pillar 3 – Women, Seeds
and Nutrition: (Key
activities: Baseline study on
Nutrition and Neglected and
Underutilized Species
(NUS), Inventory of Species
using GIS technology,
Farmers Field Schools on
Nutrition and sustainable
and nutritious diets using
NUS),
Pillar 4 –
Governance and
Knowledge
Systems (Local to
global policy-
maker influencing
through evidence
and indigenous
communities
upraising)
Asociación ANDES
established in 1995 as a non-profit civil society organization focused
on the conservation and sustainable use of biological diversity,
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
VisionAndean 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
Objectives1. 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. Building bridges between traditional knowledge and
science
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
Building the bridges through traditional tools: the role of the local researcher –
FFS and Local researchers
Farmers Field Schools Local researchers
Objectives Develop new knowledge and skills in the
community as well as better understanding
of agro-ecologic, eco-systemic and climatic
productive processes.
Strengthen and create new skills and
knowledge on biodiverse and sustainable
diets linked to use and conservation of local
biodiversity.
Strengthen farmers’ capacities in plant
breeding.
Create capacities in understanding public
policies related to farmers’ rights
Develop the capacities of smallholder
farmers as decision-makers and solution
innovators. Empower the communities
so they develop their own research
agenda.
Link local and scientific knowledge
systems providing access to new
capacities, information and evidence
resulting from participative studies
useful at the local level.
Actors Communities linked by a bio-cultural protocol
1 FFS at least in each of the agro-ecological
zone
Groups of 10-20 farmers per are/community
2 Facilitators/local researchers
1 professional from ANDES
Local technician team elected in their
community during assembly.
Professionals from ANDES
Universities and International Research
Center researchers
Project collaborators.
Building the bridges through traditional tools: the role of the local researcher –
FFS and Local researchers
Duration Productive/farming cycle Permanent, part of the team of
ANDES in charge of the
implementation of research
projects.
Financing Per project Per project/ANDES budget
Key
Processes
Facilitating; planning, learning cycle,
training/knowledge transfer,
development of collective action.
Facilitating, motivating, diagnosis,
investigations (planning, baseline
studies, experimentation, analysis),
feedback, monitoring and
evaluation
Challenges Integrate the main educational Andean
principles.
Integrate State institution
Establish FFS networks
Develop the FFS as community processes
Creating Research networks
Develop research agendas
Harmonize the interests of the
projects with the interest of the
communities and farmers.
Building the bridges through traditional tools: the role of the local researcher –
The Yupana Matrix
Building the bridges through traditional tools: the role of the local researcher –
The Yupana Matrix
Building the bridges through traditional tools: the role of the local researcher –
Khipu Database
Bridging” TK and Science” the example of Neglected and Underutilized Species.
–Participatory Baselining
The specific objectives of the process were:
➢ To assess the households dietary diversity.
➢ To explore social strategies and especially the food coping strategies during food
scarcity periods.
➢ To analyze how women and men manage the NUS system, including coping strategies,
social
access, diversity of uses, knowledge management.
➢ To explore the contribution of NUS in the well-being local concept, looking at the
inequalities between households and the local strategies to address them.
➢ To map the institutional opportunities to enhance the NUS systems.
➢ To assess participatory perceptions of underlying causes of malnutrition
SDHS project, Pilar 3: baseline study was conducted on NUS and nutrition in 2016.
The goal of this research was to assess the contribution of Neglected and Underutilized Species
(NUS) in the food security strategies of households in the communities of the Lares Valley in a
context of climate change.
Bridging” TK and Science” the example of Neglected and Underutilized Species.
–Participatory Baselining
NUS have variously been defined as “useful plants belonging to a large, biodiverse group of
thousands of domesticated, semi-domesticated or wild species which are marginalized, if not entirely
ignored, by researchers, breeders and policy makers” (Padulosi et al. 2013).
Bridging” TK and Science” the example of Neglected and Underutilized Species.
–Participatory Mapping and Assessments
Bridging” TK and Science” the example of Neglected and Underutilized Species.
–NUS: a biocultural component
Bridging” TK and Science” the example of Neglected and Underutilized Species.
–Use of apps for TK survey
Bridging” TK and Science” the example of Neglected and Underutilized Species.
–Use of apps for TK survey
III. A Holistic Approach for Biocultural conservation and
protection of TK
The Chalakuy Park as BCH Territory model
Its Main Objectives:
➢ Conservation of Genetic Diversity of Potatoes in a
Center of Origin and Diversity (Infra/intra specific)
➢ Conservation of landraces, NUS and WCR
➢ Conservation of Ecosystem Structure and
Functions
➢ Agroecology-based Sustainable Food Production
➢ (Agro) Biodiversity-based Endogenous
Development and Wellbeing (income and food
sovereignty)
➢ Enhancement of Local Human and Institutional
Capacities for the C&SU of Indigenous Peoples’
Biocultural Heritage
➢ Cross fertilization between science and IK
(Farmer-scientist collaboration)
➢ Effective Coordination and Cooperation with
Government Sectors
The Association of Communities of the Potato Park : first BCH model, TK-based Integrated
Landscape Approach for the in situ conservation and sustainable use of PGRFA,
systematically organized as Biocultural Heritage Territory, with interventions targeted at
potato populations (association with other native Andean species).
The Chalakuy Park as BCH Territory model
On April 2014, six communities of the district of Lares signed the constitution act of the
“Association of communities of the Chalakuy Park”
Next step: scaling-up of the Chalakuy Park of Lares to be a locally managed Indigenous
Biocultural Territory using the Indigenous Biocultural Heritage Area (IBCHA) model
developed by Asociación ANDES.
An IBCHA incorporates the best of contemporary science and conservation models and
rights-based governance approaches, including the IUCN’s Category V Protected Areas, as
well as positive and defensive protection mechanisms for safeguarding the Collective
Biocultural Heritage (CBCH) of indigenous peoples.
The enhancement of biodiversity management within the Chalakuy Park applies the
Indigenous Biocultural Heritage Area (IBCHA) model for local management developed by the
ANDES and the Potato Park.
Scaling-up sustainable systems is the adaptation of lessons learned in the Potato Park and
their application to the social-ecological reality of Lares.
The Chalakuy Park as BCH Territory model
The project aims to enhance community capacity to develop place-based adaptation approaches
that integrate mountain-specific climate strategies, research and knowledge, link traditional
knowledge and science and advocate for associated policy changes.
In the Chalakuy Park, traditional knowledge practices shape biodiversity conservation and
restoration:
89% of the communities in Chalakuy Park practice barter market, a system that reinforces
good nutritional practices and diversifies livelihoods.
69% of the communities in Chalakuy Park maintain the traditional Andean practice
of Ayni (reciprocity), for livelihood security.
71% of the communities in Chalakuy Park collect wild food for supplementing their diets and
for medicinal uses
Next Steps: Up scaling and down scaling in the Region
IFAD’s definition of scaling up: 'Scaling up means expanding, replicating, adapting and
sustaining successful policies, programs or projects in geographic space’
It includes in the SDHS project:
• Peoples´ capacities to organize, learn & act to continuously innovate & engage in policy
• Not merely imparting techniques but embed learning process, e.g. on farm
experimentation, policy analysis
• Ensure PGR at farmers’ own disposal in changing physical & social environments
• Gender lens: men & women farmers have different access & preferences
In this case, it is not only a program that is scaled up, but also the bio cultural heritage
approach linked to it.
Next Steps: Up scaling and down scaling in the Region
Vertical Scaling-
Up:
Policy, legal,
political,
regulatory
changes to
institutionalise the
innovation at
national or
regional level
Horizontal Scaling-out
Expansion or replication: innovations
may be replicated in different
geographic sites or can be extended to
serve larger or different population
groups.
Next Steps: Up scaling and down scaling in the Region
Vertical Scaling-Up:
• Formation of critical mass of multiple stakeholders
to influence policy reforms from local to national
and international levels.
• Mainstream & institutionalize focusing on policy
frameworks relevant to the Right to Food &
Farmers Rights and C & SU of TK
• Build Peoples’ capacities to exercise active
citizenship while conserving their biocultural
heritage territory
Horizontal Scaling-out
• Different levels in SDHS: PGR, farm,
ecosystem/landscape
• Across geographical boundaries: e.g.
replicating the repatriation of potatoes
in the Potato Park to the diverse agro-
ecological food zones in Lares (ANDES)
• The maize park: scaling out within
networks