Our plants, our land: bridging aboriginal generations through cross-cultural plant workshops

Abstract

Changes in subsistence practices have negatively affected the social and economic structure of aboriginal communities across the Arctic. This has resulted in fewer opportunities for the transmission of traditional knowledge (TK). This article provides two case studies of how researchers can assist northern communities in TK transmission and provide a venue for science and TK to meet, thereby fostering a positive relationship between scientists and aboriginal communities. Cross-cultural workshops engaging youth, Elders and researchers were held in Old Crow (Yukon, western Canada) and in Nain (Nunatsiavut, eastern Canada) on the traditional uses and naming of plants. Hands-on activities on the land garnered interest in TK and science among aboriginal youth. Elders and researchers worked together to place importance on TK, fostering pride and helping to strengthen ties for the maintenance of cultural identity. For example, learning the local names of plants, their uses, and how to properly create herbarium specimens of plants engaged youth in the scientific process while illustrating the importance of TK shared by their Elders. Here we show how maintaining an interactive dialogue with communities helps researchers keep their work relevant and meaningful for communities and catalyzes continued interest in the transfer of knowledge.

Adipogenic Activity of Wild Populations ofRhododendron groenlandicum, a Medicinal Shrub from the James Bay Cree Traditional Pharmacopeia

“…Labrador tea is a common species in Canada's boreal forest. More importantly, it is a popular medicinal plant found in the traditional pharmacopoeia of indigenous populations from the Algonquian, Salish, Wakashan, Tsimshian, and Eskimo-Aleut linguistic families [ 2 – 9 ].…”

Arctic community engagement during the 2007–2008 International Polar Year

“…Accordingly, these authors discuss an approach to implementing a climate change monitoring module that would be appropriate to Innu and complement their existing systems. Similar themes are also encountered in the papers by Cuerrier et al (2012) and Ross et al (2012). How can researchers make research relevant to local people?…”

“…Within this project, a sense of stewardship for their homeland percolated amongst Inuit students. As was the case in the workshop presented by Cuerrier et al (2012), Jensen found that, for some Inuit students, becoming involved in research was a fast track to stimulating interest in pursuing studies at the university level. Trant et al (2012) and Herrmann et al (2012) contribute to understanding human dimensions of climate change within the Innu and Cree Nations respectively.…”

“…Only by doing so, can we start to address another effect of colonialism: dominant over subaltern, or other ways of knowing. Cuerrier et al (2012) discuss expectations and outcomes stemming from cultural workshops, with bonds forged between elders and youth being an important, albeit unexpected, one. Furthermore, the authors build on Garibaldi and Turner's (2004) work by introducing the idea of 'cultural keystone places,' arguing that such places, being meaningful to local people, may represent ideal locales for youth, elders, and researchers to carry out workshops.…”

“…Thus, in Cuerrier et al (2012), we learn how workshops delimit a space, both physical or geographical and emotional, which provides cultural and generational exchanges. In their paper, the authors stress that science and traditional knowledge can work together.…”