The Lisu people's traditional natural philosophy and its potential impact on conservation planning in the Laojun Mountain region, Yunnan Province, China

Education as oppression

In assessing leverage points to promote educational equality, this paper examines Freire's concept of education as oppression to highlight the potential of reclaiming resources currently dedicated to oppressive education. Harel Ben-Shahar's concepts of education as a positional good as well as the potential lack of instrumental value in contributing to students' social, health, relational, and other holistic aspects of wellbeing are mobilized to disentangle varying forms of education. Practitioner experience with students living with disabilities in a postcolonial global south establishes the foundational context to consider how education has capacity to challenge the following: economic domination; restraint on traditional Indigenous knowledge; limited basic livelihood; and media stereotypes on effort committed by the marginalized-yet often chooses not to. Disentangling what precisely constitutes education as oppression emerges as a challenging task, since Freire's conceptualization of conformity is often required of students if they wish to meet essential survival needs. Lisu case studies in rural agricultural economies, traditional ecological knowledge, and postcolonial curriculum demonstrate that education as oppression can emerge naturally with or without intent, and that education mobilized to gatekeep social resources or justify the inequitable distribution of life opportunities can reinforce existing systematic inequalities. Notably, resources and opportunities in disadvantaged communities can already be stratified by preexisting racist; sexist; ableist; classist; or colonial discrimination, and suggest that the intersection between education and basic survival of students should not be viewed as too tangential or basic for future policy discourse. Four forms of education as oppression are preliminarily considered, toward supporting future discourse on eliminating inadvertent oppressive impacts via funded pedagogy.

Local Voices: Perspectives from the Local Community on the Primates of Kakamega Forest, Western Kenya

From the perspective of a field research team comprising members of the local community near a rain forest in western Kenya, we describe the relationship between local people and local primates. Local people generally have little knowledge about the natural history of the monkeys living nearby, with people living closer to the forest knowing more. Most have a negative attitude toward monkeys because they occasionally forage on agricultural crops. A few people value monkey meat, which they believe to enhance human health. Participating in research on the behavioral ecology of blue monkeys allowed the author team to learn a great deal about these animals, including their role in the forest ecosystem and their behavioral similarities to humans. This experience differentiates their attitudes from most other members of their local community. However, the attitudes of local people are changing along with lifestyles. With more children in school and adults finding paid work, local people today generally have less experience of the forest than previous generations. A more tolerant attitude toward monkeys, recognizing their role in the forest ecosystem and their similarities to humans, is emerging among those who have been taught about biodiversity. This perspective is likely to contribute to their successful conservation.

The Change in Habitat Quality for the Yunnan Snub-Nosed Monkey from 1975 to 2022

The reduction in habitat quality (as shown, in part, by the increase in habitat rarity) is an important challenge when protecting the Yunnan snub-nosed monkey. We used the InVEST model to quantitatively analyze the dynamic changes in the habitat of the Yunnan snub-nosed monkey from 1975 to 2022. The results show that in the study period, the degree of habitat degradation increased, with the degradation range at its widest in the south, and the degradation intensity highest in the north, especially along a center "spine" area in the north. Over the latter part of the study period, the habitat quality of most monkey groups improved, which is conducive to the survival and reproduction of the population. However, the habitat quality and monkey populations are still at significant risk. The results provide the basis for formulating the protection of the Yunnan snub-nosed monkey and provide research cases for the protection of other endangered species.

Assessing the Impact of Village Development on the Habitat Quality of Yunnan Snub-Nosed Monkeys Using the INVEST Model

Simple Summary

The Yunnan snub-nosed monkey is one of the most endangered species on the IUCN Red List. The study of its population and habitat quality is important in identifying opportunities for balancing socio-economic development against species conservation in the area’s villages. Such balances are important to protecting and improving habitat diversity and biodiversity. Our habitat quality analysis indicates that increases in socio-economic developments in the villages around the habitat area have decreased both the habitat area and the habitat quality over time. This has resulted in a decline in biodiversity persistence, resilience, and breadth. It also has exacerbated the risk of declining species populations, potentially to extinction. Though focused on the Yunnan snub-nosed monkey, our approach toward the assessment of habitat quality based on species habitat suitability introduces a new perspective for assessing village development impacts on the habitat quality for the conservation of other species.

Abstract

The habitats of the already endangered Yunnan snub-nosed monkey (Rhinopithecus bieti) are degrading as village economies develop in and around these habitat areas, increasing the depopulation and biodiversity risk of the monkey. The paper aims to show the areas of these monkeys’ high-quality habitats that are at highest risk of degradation by continued village development and hence be the focus of conservation efforts. Our analysis leveraged multiple tools, including primary component analysis, the InVEST Habitat-Quality model, and GIS spatial analysis. We enhanced our analysis by looking at habitat quality as it relates to the habitat suitability for the monkey specifically, instead of general habitat quality. We also focused on the impact of the smallest administrative scale in China—the village. These foci produced a clearer picture of the monkeys’ and villages’ situations, allowing for more targeted discussions on win–win solutions for both the monkeys and the village inhabitants. The results show that the northern habitat for the monkey is currently higher quality than the southern habitat, and correspondingly, the village development in the north is lower than in the south. Hence, we recommend conservation efforts be focused on the northern areas, though we also encourage the southern habitats to be protected from further degradation lest they degrade beyond the point of supporting any monkeys. We encourage developing a strategy that balances ecological protection and economic development in the northern region, a long-term plan for the southern region to reduce human disturbance, increase effective habitat restoration, and improve corridor design.

Best practices are never best: Evaluating primate conservation education programs (PCEPs) with a decolonial perspective

Who do we aim to educate with primate conservation education programs (PCEPs)? In a commentary published in a recent AJP, Annette Lanjouw suggested that many efforts to "educate" habitat-country communities can be neocolonial in their approaches. Forest destruction and habitat loss are a result of global consumption and expansion. We therefore need to approach conservation education from many angles including local stakeholders, policy makers, government officials, and the humans living in industrialized nations who are major consumers of the items that shrink primate habitats. In this review, we investigate PCEPs to determine if the conservation education goals, education methods, and assessment processes are proceeding within a neocolonial context. We reviewed the last 20 years of primate conservation literature and looked for publications that were focused on education programs. We found that in 50 of 52 publications published between 2001 and 2021, the education programs take place in habitat-country local communities. We also reviewed primate field researcher and field site websites, and in most cases, education programs were also focused on educating local communities living near or in nonhuman primate habitats. Exceptions were student clubs, zoo programs, and a high school outreach program. Many PCEP providers presented a list of "lessons learned" and we compiled their wisdom in combination with our experience to provide a framework for moving forward. We conclude that as conservation primatologists, we must think beyond our field sites to create opportunities for educational outreach. We can reach global consumers by linking to zoos, television/motion picture, print media, social media, and working with schools on curricula. Primatologists can engage our undergraduates to establish clubs and create meaningful assignments that reach beyond the classroom. We encourage primatologists from the Global North to consider their positionality and the history of conservation exclusion in their attempts to conserve primates.