权益分类	功能权益	普通用户	{{item.name}}会员
{{category.name}}	{{benefitItem.name}}

Dissertation Improvement: Ethnobotanical Knowledge and Communication Networks: An Interactionist Approach to Understanding Indigenous Education in the Sierra Tarahumara, Mexico

论文改进：民族植物学知识和传播网络：理解墨西哥塔拉乌马拉山脉土著教育的互动方法

基本信息

批准号：
0135306
负责人：
Brent Berlin
金额：
$ 1.1万
依托单位：
University of Georgia Research Foundation Inc
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2002
资助国家：
美国
起止时间：
2002-03-01 至 2003-02-28
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=0135306&HistoricalAwards=false
关键词：
Dissertation Improvement Ethnobotanical Knowledge Communication

项目摘要

This research project, to be conducted by a doctoral student in Anthropology at the University of Georgia, contributes to an understanding of some of the processes of knowledge acquisition and transfer in formal and informal social contexts. Plant knowledge diversity and consensus are hypothesized to be correlated with variation in the structure of communication networks and community interaction patterns. Qualitative and quantitative techniques are used to test these hypotheses and document variation in ethnobotanical knowledge and change in several Raramuri (Tarahumara) communities in Chihuahua, Mexico. The project identifies environmental factors contributing to differential botanical expertise among children and adults at three levels of interaction: 1) the social interaction patterns between households; 2) a child's immediate environment interactions, both biophysical and sociocultural; and 3) a child's personal characteristics and social roles. Results will contribute to the development of an interactionist model of indigenous education, and to understanding the relationships between individual learning and community processes of change. It will also contribute to ongoing Raramuri biocultural conservation efforts and to the design of effective environmental education projects.

该研究项目将由格鲁吉亚大学人类学博士生进行，有助于了解在正式和非正式社会背景下知识获取和转让的一些过程。植物知识的多样性和共识被假设为与通信网络的结构和社区互动模式的变化。定性和定量的技术被用来测试这些假设和文件的变化，在几个Raramuri（塔拉乌马拉）社区在奇瓦瓦州，墨西哥的民族植物学知识和变化。该项目确定了在三个互动层面上导致儿童和成人之间植物专业知识差异的环境因素：1）家庭之间的社会互动模式; 2）儿童的直接环境互动，包括生物物理和社会文化;和3）儿童的个人特征和社会角色。研究结果将有助于发展一种互动的土著教育模式，并有助于了解个人学习与社区变革进程之间的关系。它还将促进正在进行的Raramuri生物文化保护工作和设计有效的环境教育项目。