Towards biocultural approaches to environmental education-Evidence from Madagascar
Brias-Guinart, Aina (University of Helsinki. Department of Geosciences and Geography)
Fernández-Llamazares, Álvaro (Universitat Autònoma de Barcelona. Institut de Ciència i Tecnologia Ambientals)
Ramamonjisoa, Bruno (Université d'Antananarivo. Département des Eaux et Forêts)
Razafindravony, Lovasoa (Centre ValBio. Environmental Education Department (Madagascar))
Reibelt, Lena M. (Madagascar Wildlife Conservation (Germany))
Rojosoanotahina, Caroline Josia (University of Fianarantsoa. Department of Social Sciences)
Cabeza, Mar (University of Helsinki. Helsinki Institute of Sustainability Science)
Universitat Autònoma de Barcelona. Departament de Biologia Animal, de Biologia Vegetal i d'Ecologia

Publicació:	Wiley, 2026
Descripció:	16 pàg.
Resum:	Environmental education projects are commonly used by conservation organizations to improve the relations between humans and nature. However, these education projects often overlook local cultural realities. Biocultural approaches offer an alternative lens on the need to decolonize epistemologies to foster more inclusive, contextualized, and relational environmental education. In this research, we examine the extent to which biocultural approaches can enable, strengthen, and facilitate the decolonialisation of environmental education. To do so, we propose four themes that define biocultural approaches to environmental education: place-based learning approaches, local realities, biocultural relations, and inclusive conservation. Through this analytical framework, and drawing on questionnaires and interviews, we examine 61 non-formal environmental education projects across Madagascar. Madagascar offers a unique context due to its high levels of both biological and cultural diversity as well as its colonial legacies. Our results illustrate a diversity of learning tools and pedagogical approaches that recognize the interlinkages between cultural and biological diversity. Yet, ongoing challenges remain, particularly in contexts in which cultural and biological objectives are misaligned. We reflect on current limitations and future opportunities, and we provide examples and recommendations to design education projects that support and strengthen Madagascar's biocultural heritage. This research adds to ongoing calls to decolonise environmental education.
Nota:	Unidad de excelencia María de Maeztu CEX2024-001506-M
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Article ; recerca ; Versió publicada
Matèria:	Biocultural conservation ; Biocultural heritage ; Conservation education ; Conservation social science ; Human-nature connections ; Madagascar ; SDG 4 - Quality Education
Publicat a:	Conservation Science and Practice, September 2026, art. e70400, ISSN 2578-4854

DOI: 10.1111/csp2.70400

16 p, 2.4 MB

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