This event is part of series:
Required Readings:
Greenall, R. F., & Bailey, E. G. (2022). An Instructor’s Guide to Including Traditional Ecological Knowledge in the Undergraduate Biology Classroom. CBE—Life Sciences Education,21(4). DOI: 10.1187/cbe.21-12-0340 -- LINK
Recommended Readings:
Prakash, B. N., Unnikrishnan, P. M., & Hariramamurthi, G. (2016). Medicinal Flora and Related Traditional Knowledge of Western Ghats: A Potential Source for Community-Based Malaria Management Through Endogenous Approach. Ethnobotany of India,2(1). DOI: 10.1201/9781315366142 -- LINK
Alexiades, A. V., Haeffner, M. A., Reano, D., Janis, M., Black, J., Sonoda, K., Howard, M., Fiander, C., & Buck, M. (2021). Traditional Ecological Knowledge and Inclusive Pedagogy Increase Retention and Success Outcomes of STEM Students. Bulletin Ecological Society of America,102(4). DOI: 10.1002/bes2.1924 -- LINK
Alonso-Yanez, G., House-Peters, L., Garcia-Cartagena, M., Bonelli, S., Lorenzo-Arana, I., & Ohira, M. (2019). Mobilizing transdisciplinary collaborations: collective reflections on decentering academia in knowledge production. Global Sustainability,2(5). DOI:10.1017/sus.2019.2 -- LINK
