Case study of participatory action research for wildlife conservation

The reverse zoonotic potential of SARS-CoV-2

There has been considerable emphasis recently on the zoonotic origins of emerging infectious diseases in humans, including the SARS-CoV-2 pandemic; however, reverse zoonoses (infections transmitted from humans to other animals) have received less attention despite their potential importance. The effects can be devastating for the infected species and can also result in transmission of the pathogen back to human populations or other animals either in the original form or as a variant. Humans have transmitted SARS-CoV-2 to other animals, and the virus is able to circulate and evolve in those species. As global travel resumes, the potential of SARS-CoV-2 as a reverse zoonosis threatens humans and endangered species. Nonhuman primates are of particular concern given their susceptibility to human respiratory infections. Enforcing safety measures for all people working in and visiting wildlife areas, especially those with nonhuman primates, and increasing access to safety measures for people living near protected areas that are home to nonhuman primates will help mitigate reverse zoonotic transmission.

Participatory action research for primate conservation: A critical analysis of a nonformal education program in Southern Mexico

Historically, Mexico has had an important role in primate conservation research, however, studies have rarely included the human dimensions of primatology. Inclusion of these disciplines should be a priority, considering that human activities are responsible for the current socio-ecological crisis. Mexico is habitat for three primate species, and all are threatened. This urgency demands new approaches and broader perspectives. First, we propose three main research frameworks relevant for conducting PCEPs in Latin America: Participatory Action Research, Arts-based education in PCEPs and Knowledge Coproduction. Furthermore, we aimed to (1) describe a case study about primate conservation education in Southern Mexico based on participatory visual methods under the umbrella of Participatory Action Research (PAR), and (2) to conduct a self-reflective, critical, straightforward, and constructive analysis of the experience. We discuss the various challenges faced during the process (e.g., traditional teaching prevalence at schools, teachers that are not school-based, time and academic constraints). Additionally, we highlight some PAR aspects applicable for researchers and practitioners interested to go further than knowledge transmission (e.g., codesign, arts-based education, placed-based education, critical thinking, and capacity building). To collectively progress in primate conservation education in Mexico and other Latin American countries, projects could greatly benefit from context-specific, people-centered approaches, such as PAR. We encourage researchers to share more of their personal research experiences including both their successes and failures.

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.

Welcoming Wolves? Governing the Return of Large Carnivores in Traditional Pastoral Landscapes

Wolf populations are recovering across Europe and readily recolonize most areas where humans allow their presence. Reintegrating wolves in human-dominated landscapes is a major challenge, particularly in places where memories and experience of coexistence have been lost. Despite the observed expansion trends, little has been done to prepare communities for the return of these apex predators, or to understand what fosters and perpetuates coexistence. In this study, we present a theoretical framework for resilient coexistence based on four conditions: Effective institutions, large carnivore persistence, social legitimacy, and low levels of risk and vulnerability, nested within the social-ecological systems (SES) concept. To empirically show how the conditions can be manifested and interconnected, and how this knowledge could be used to improve local coexistence capacities, the framework is applied in a case study of human–wolf relations in Spain. We examined three traditionally pastoral landscapes at different states of cohabitation with wolves: uninterrupted presence, recent recolonization, and imminent return. We found that both the perceptions of wolves and the capacity to coexist with them diverged across these states, and that this was largely determined by a diversity of vulnerabilities that have not been recognized or addressed within current management regimes, such as economic precarity and weak legitimacy for governing institutions. Our results illustrate the importance of working in close contact with communities to understand local needs and enhance adaptive capacities in the face of rural transitions, beyond those directly related to wolves. The framework complements emerging tools for coexistence developed by researchers and practitioners, which offer guidance on the process of situational analysis, planning, and resource allocation needed to balance large carnivore conservation with local livelihoods.