By: Kala Bremner

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What is TEK and what are the risks
2 types of knowledge
What does TEK do
TEK and the global community
TEK in Nanaimo area
Categories of TEK
Problems facing TEK and Scientific
Knowledge
Co-management
Conclusion

“Traditional Ecological Knowledge refers to the body of knowledge amassed over generations by Indigenous people with respect to their environment, and can be both spiritual and ecological in nature”
(Doubleday, 1993).

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Transmitted orally over generations through songs, stories and other forms.
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Oral traditions are at risk of being lost if native language is no longer used or culture is disrupted through governments policies both past and present.
Often encompasses spiritual events.
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Recent introduction of western religions often hinder the ability for a group of people to practice their traditions as seen as uncivilized.

Local knowledge
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 doesn’t have to have any historical component.
Refers to any learnt knowledge of a place be it location based knowledge or non-traditional knowledge.
Relevant to a specific time and place.
Indigenous knowledge
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Knowledge that is culturally specific or passed on by
Indigenous peoples over generations.
Unique to a specific society and culture.
Takes into account learnt behaviors with respect to the environment.

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Continuously tested
Based on practices that have been in place over hundreds even thousands of years in some cases.
Allows people to have a close connection with the natural environment.
Teaches children and young people environmentally friendly practices.
Works to use the environment and it’s resources in a sustainable manor.
Focuses on the knowledge of elders and the importance of them in a society.

 1987- The Brundland report published by
The United Nations World Commissions on Environment and Development.
 1992- Earth Summit in Rio de Janeiro
 1996 – Canada contributed the “Aboriginal
Forest-based Ecological Knowledge in
Canada.
(Natural Resource Canada, 1997)

 Ecotrust Canada
 Georgia Basin Action Plan
 Nanaimo Bird Alert
 Gengenlilas preschool in Campbell River

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Risk of being lost as less importance is given to indigenous peoples knowledge.
Loss of traditional language often associated with loss of culture and traditional practices.
Western ideas often hinder traditional knowledge.
Economic incentives and western ideals have the ability to influence indigenous groups.
Introduction and expansion of Western way of life often equals a loss of traditional ways of life.

“TEK is a system of knowledge, parallel and complementary to "Western scientific knowledge," which can be organized into three categories, each of which has its Western scientific equivalent: ”
(Environment, 1996).
3 categories
1.
2.
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Systematic’s- in-depth classification systems.
Use and development of new technologies for activities such as hunting and fishing.
Understanding the ecology of plants and animals in a intricate web of life.

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Doesn’t take into account indigenous knowledge
Can appear to be moral free
Is purely based on scientific knowledge
Often appears to put economical progress above environmental values
Can create an unstable economy based on resource extraction instead of incorporating resource management strategies

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Set up to integrate aspects of both indigenous knowledge
(TEK) and state level governments
State level governments traditionally use information attained by the scientific community
Indigenous knowledge is that passed on through generations.
Co-management works to incorporate both groups together
Incorporates anything from resource management to world views and religious practices

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TEK is knowledge that aboriginal people have accumulated over generations due to having a close and intimate relationship with the earth, including seasonal cycles, animals and natural phenomenon's.
Incorporating co-management programs in Natural Resource management is important as both groups bring important and relevant aspects into the equation.

Doubleday, Nancy
1993 Finding Common Ground: Natural Law and Collective Wisdom, in J.T. Inglis (Editor): Traditional Ecological Knowledge: Concepts
and Cases. Ottawa, Ontario: Canadian Museum of Nature .
Environment Cananda
1996, The state of Canadas Environment: retrieved March 15 th , 2008, from http://www.ec.gc.ca/soer-ree/English/SOER/1996report/Doc/1-6-9-5-6-1.cfm
Johnson, Martha.
1992, LORE: Capturing Traditional Environmental Knowledge. Ottawa,
Dene cultural institute and the international Development
Ont:
Research Centre.
Natural Resources Canada
1997, Traditional Ecological Knowledge of Aboriginal Peoples, Retrieved March 13 th ,
2008, from http://canadaforests.nrcan.gc.ca/articletopic/96
Tsuji, L, J,K,.
1996, Loss of Cree traditional Ecological knowledge in the Western James Bay regions of Northern Ontario, Canada: A case study of the Sharptailed grouse.
North York, Ontario: York University. Retrieved March 15, 2008 from: www.brandonu.ca/Library/cjns/16.2/tsuji.pdf

In my opinion, “preserving traditional ecological knowledge for future generations to come” is important.