Abstract
Research leading to this study received funding from the Ministry of Economy and Competitiveness through project grant CSO2014-59704-P and contract grant BES-2015-072155 awarded to the first author. This research was also supported by projects 2017SGR1116 from Generalitat de Catalunya (Catalan government) and PRO2017-S02-VALLES from the Institut d’Estudis Catalans. Finally, we acknowledge financial support from the Spanish Ministry of Science, Innovation and Universities, through the Maria de Maeztu program for Units of Excellence (MDM-2015-0552)
Highlights
Traditional agroecological knowledge (TAeK) systems, understood as the set of knowledge, practices, and beliefs related to the use and management of the elements in an agroecosystem, are basic components of the world’s biocultural heritage (Berkes et al 2000, Calvet-Mir et al 2018)
Results from the linear mixed-effects models (LMMs) show that the traditional agroecological knowledge (TAeK) access index (Pre_TAeK_Asum, mean = 4.21, SD = 1.83; maximum possible score of 8) is associated with the participants’ program theme
Participants who wanted to work in the conventional agriculture, environmental or forestry, gardening, and other sectors accessed TAeK significantly less often than those who wanted to work in the organic agriculture sector
Summary
Traditional agroecological knowledge (TAeK) systems, understood as the set of knowledge, practices, and beliefs related to the use and management of the elements in an agroecosystem, are basic components of the world’s biocultural heritage (Berkes et al 2000, Calvet-Mir et al 2018). Traditional agroecological practices in Europe have been widely abandoned, partly because of a negative valuation of TAeK systems This valuation can be understood as the result of a set of socio-cultural, political, and economic factors that influence people’s preferences and value perceptions. Acculturation through decontextualized schooling may have negatively affected TAeK valuation (Castagno and McKinley Jones Brayboy 2008, McCarter et al 2014) All of these issues are framed by asymmetrical power relations that go back to colonial ideas about the underdevelopment of indigenous and local communities and that favor “expert” over “lay” knowledge (Agrawal 1995, Nadasdy 1999, Burke and Heynen 2014, Benyei et al 2017)
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