‘Like Father, Like Son’? Baka Children’s Local Ecological Knowledge Learning in a Context of Cultural Change

Gallois, Sandrine; Duda, Romain; Reyes‐García, Victoria

doi:10.1007/978-3-319-42271-8_11

Cited by 5 publications

(3 citation statements)

References 21 publications

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“…et al 2017). The pattern of using plant names in the country's lingua franca instead of their native languages was also reported in a recent study by Gallois et al (2017) for Baka (Pygmie) children in Cameroon.…”

Section: Languages Usedsupporting

confidence: 72%

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Our children do not have time anymore to learn about medicinal plants: How an ethnobotanical school assignment can contribute to the conservation of Saramaccan Maroon traditional knowledge

Klooster

Haabo

Andel

2019

Ethnobot. Res. App.

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Background: When entering primary school, children of remote rural areas have less time to learn about traditional plant uses. In a case study conducted among Saramaccan Maroons in Suriname, we tried to find out how a biology classroom assignment conducted among primary school children could contribute to the conservation of traditional knowledge.Methods: 73 pupils received a homework assignment for which they needed to bring one medicinal plant to school and collect ethnobotanical information about its use. We conducted a content analysis to investigate the type of knowledge generated by the pupils and examined the assignment cards on use of (different) languages.Results: Family members (mostly mothers) shared knowledge mainly on the treatment of physical ailments such as skin fungi, headache, hypertension, stomachache, eye-infections or baby care. Plant use for baby care and women's health seemed to be primarily shared with girls. Most of the 36 species, were herbs from disturbed vegetation. In addition to Saramaccan, plant names were provided in Sranantongo and Surinamese-Dutch, especially for the cultivated species.

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Section: Languages Usedsupporting

confidence: 72%

“…Gallois et al 2017). curricular education programs on the acquisition of school and local environmental knowledge improved the overall school learning Reyes-García et al (2010).…”

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confidence: 99%

Our children do not have time anymore to learn about medicinal plants: How an ethnobotanical school assignment can contribute to the conservation of Saramaccan Maroon traditional knowledge

Klooster

Haabo

Andel

2019

Ethnobot. Res. App.

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“…Although the Baka continue to be highly dependent on forest resources, most of them now also engage in agricultural work. Involvement in agriculture varies between households, but for some households, farming, either in their own plots or providing casual labor to neighboring Bantu villages, has become a major economic activity (Gallois et al 2016 ; Leclerc 2012 ).…”

Section: The Bakamentioning

confidence: 99%

Social Networks and Knowledge Transmission Strategies among Baka Children, Southeastern Cameroon

Gallois

Lubbers

Hewlett

et al. 2018

Hum Nat

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The dynamics of knowledge transmission and acquisition, or how different aspects of culture are passed from one individual to another and how they are acquired and embodied by individuals, are central to understanding cultural evolution. In small-scale societies, cultural knowledge is largely acquired early in life through observation, imitation, and other forms of social learning embedded in daily experiences. However, little is known about the pathways through which such knowledge is transmitted, especially during middle childhood and adolescence. This study presents new empirical data on cultural knowledge transmission during childhood. Data were collected among the Baka, a forager-farmer society in southeastern Cameroon. We conducted structured interviews with children between 5 and 16 years of age (n = 58 children; 177 interviews, with children being interviewed 1–6 times) about group composition during subsistence activities. Children’s groups were generally diverse, although children tended to perform subsistence activities primarily without adults and with same-sex companions. Group composition varied from one subsistence activity to another, which suggests that the flow of knowledge might also vary according to the activity performed. Analysis of the social composition of children’s subsistence groups shows that vertical and oblique transmission of subsistence-related knowledge might not be predominant during middle childhood and adolescence. Rather, horizontal transmission appears to be the most common knowledge transmission strategy used by Baka children during middle childhood and adolescence, highlighting the importance of other children in the transmission of knowledge.Electronic supplementary materialThe online version of this article (10.1007/s12110-018-9328-0) contains supplementary material, which is available to authorized users.

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Health Challenges and Assets of Forest-Dependent Populations in Cameroon

Carson

Kentatchime²,

Sinai

et al. 2019

EcoHealth

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‘Like Father, Like Son’? Baka Children’s Local Ecological Knowledge Learning in a Context of Cultural Change

Cited by 5 publications

References 21 publications

Our children do not have time anymore to learn about medicinal plants: How an ethnobotanical school assignment can contribute to the conservation of Saramaccan Maroon traditional knowledge

Our children do not have time anymore to learn about medicinal plants: How an ethnobotanical school assignment can contribute to the conservation of Saramaccan Maroon traditional knowledge

Social Networks and Knowledge Transmission Strategies among Baka Children, Southeastern Cameroon

Health Challenges and Assets of Forest-Dependent Populations in Cameroon

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