Documenting Traditional Plant Knowledge

Plant Voice Volume 3 No. 1 Winter 1996

The newsletter for friends of The Baca Institute of Ethnobotany

This issue of Plant Voice is dedicated to a question that is always on the minds of ethnobotanists, how to sensitively, respectfully, and correctly document traditional plant knowledge. Our issue includes materials from a manuscipt written by Board member Nancy Turner and one of her students, Sandra Peacock. Both are associated with the University of Victoria in B.C, Canada and have documented plant knowledge of various Indigenous cultures in the Pacific Northwest.

What is Traditional Plant Knowledge? Nancy Turner and Sandra Peacock People throughout the world depend upon plants for food, materials, and medicines, and for spiritual and ceremonial purposes. Traditional plant knowledge is the body of knowledge, held by members of any community long resident in a particular location, which guides peoples' choices and actions in plant collection, processing and use. It includes names and terminology, methods, of collecting and managing plant resources, narratives about plants, and belief systems that define people's perspectives about plants.

Plant knowledge is important because it is a part of the cultural heritage of any group of people. It is also important for human survival, since it includes knowledge about plants that are edible, or poisonous, how plants can be processed to make them more nutritious and palatable, what plants can be used in technology, for making shelter, tools, and other items necessary for living, and what medicines can be used to heal, or to maintain health. Plant knowledge is ecological knowledge, which also includes understanding of how to use resources sustainably, without harming local populations of plants and animals. This knowledge is a cultural cohesive, through which a people's deep connections to their homeplace are maintained and enacted. It is through the use and management of their plant resources that the land is sustained.

How is Plant Knowledge Documented?

The study of traditional pant knowledge is known as ethnobotany. In the old days, plant knowledge was passed orally from one generation to the next. Children acquired it by listening to their elders, learning their instructions and stories, and participating in the gathering and use of plants. Nowadays, children may be away at school, or may not speak the language of their elders, or may not be directly interested in local plant knowledge. Recording plant knowledge in a more structured but less traditional way may be necessary, since most communities cannot rely entirely on oral traditions and experiential learning any more.

The recorded knowledge can be published or prepared as posters or pamphlets and, together with tape recordings, photographs and/or videos, for use in school or adult education programs and other cultural programming events, as the community sees fit. The research results can be kept as a permanent record for the benefit of present and future people in the community and for better understanding by those outside the community.

Ethnobotanical Basics

Before you start, you should be familiar with the plants and people you intend to work with. Consult with local people about books that may be helpful, including field guides and local histories. You may also wish to consult reference books on ethnobotany (Gary Martin's book, Ethnobotany, A People and Plants Conservation

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bSummer classes at the Instituteb

Introduction to Ethnobotany June 7-19, 1997

accredited by Adams State College

Credit 3 hours graduate or undergaduate

Karen Adams PhD.(Crow Canyon Archeological Center)

Enrique Salmon M.A.

The course will provide intensive instruction in the techniques and theories of ethnobotany, using the San Luis Valley as a field laboratory. Topics covered will include; ethnobotanical theory, plant and cultural ecology, archaeoethnobotany, plant systematics, and Southwestern plant history as well as interactive hands-on field experiences. Students will visit with knowledgeable plant practitioners as well as learn to document plant habitats. Faculty lectures will be supplemented with field experiences with local Hispanic herbalists and farmers.

This will be a field class experience; living arrangements will include tents or optional hotel room (extra charge). Four field trips will be taken including one overnight trip.

Course Objectives

1. Students will gain an understanding of the history of ethnobotanical research in the Greater Southwest.

2. Students will become familiar with the methods and theory of ethnobotany.

3. Students will be able to identify the various past and present cultures in the Southwest and their differing relationships with the plant world.

4. Students will gain insight into the efficacy of traditional plant medicines.

5. Students will learn how past human diets are reconstructed from the archaeoethnobotanical record and compared to that of today.

Cost $ 725.00 Deposit $500.00

Due: April 11, 1997 includes camping, board, & credit

Students enrolling in the Ethnobotany and the Ethnopharmacology classes will receive a $50.00 discount off the combined price.

•This course will be a field experience with outdoor camping accommodations. Students will prepare their own meals.

Introduction to Ethnopharmacology

June 20-22, 1997

accredited by Adams State College

1 Credit hour graduate or undergraduate

Dr. W. Dennis Clark (Arizona State University, Department of Botany)

The course will be a three day intensive exploration of ethnopharmacology in a field setting. It is designed as an introduction to plant biochemistry and natural products medicine of traditionally used plant medicines. Students will gain practical field laboratory experience.

Course Objectives

1. Given a plant known to be used traditionally as medicine, the student will be able to assay and test the chemicals of the plant for efficacy as medicine.

2. Given an unknown plant, students will be able to analyze its compounds for potential usefulness.

3. Students will learn the affects families of plant chemicals have on human physiology.

4. Students will gain insight into the efficacy of traditional plant medicines.

Cost $ 185.00 Deposit: $100.00

Due : April 11, 1997 includes camping, board, & credit

Students enrolling in both the Ethnobotany and the Ethnopharmacology classes will receive a $ 50.00 discount off the combined price.

This course will be a field experience with outdoor camping accommodations. Students will prepare their own meals.

Registration for Intro. to Ethnobotany & Intro. to Ethnopharmacology

The Baca Institute of Ethnobotany

P.O.Box 280

Crestone ,CO., 81131

719-256-4135

M-F 8AM-12 Noon Mtn. time

Indigenous Botany In The Classroom

July 10-12, 1997

accredited by Northern Arizona University

Theresa Boone M.A., Northern Arizona University

Enrique Salmón M.A.

1 Credit Hour salary advancement and recertification

The focus of this class will be the use of indigenous botanical knowledge as a vehicle by which to explore science and celebrate cultural traditions. This course is designed for Native American educators teaching in Native American communities at the elementary and secondary school levels. However, educators from all backgrounds are welcome to attend. The course will take place on the Navajo Reservation at the Kayenta Unified School District Cultural Center.

Course Objectives:

1. Learn to identify plants by both traditional and common scientific names.

2. Learn to gather and preserve plant specimens and germ plasm and be able to transfer that knowledge to students.

3. Learn to interview traditional plant specialists (elders).

4. Construct thematic unites based on plant knowledge.

5. Learn to apply and tailor a thematic unit to their school community.

Cost $ 107.00 doesn't include room & board

For registration contact :

Theresa Boone,

N. A. U. Navajo/ Hopi

P.O. Box 6025

Flagstaff, AZ. 86011

•Taught in collaboration with Northern Arizona University Office of Bilingual Multicultural Education.

Field Studies in Ethnobotany

July 14-August 15, 1997

5 credits, undergraduate only

Enrique Salmón, M.A.

The Intention of this 5 week course is to provide an introduction to field studies in ethnobotany. After learning the basics of ethnobotanical methods, theory, interviewing, and plant collection, the students will spend 15 days in the field learning and assembling plant related stories and traditions. The field activities will take place in various Native American communities in the four corners region of Colorado, Utah, Arizona and New Mexico.

The course will provide an exposure to the rigors of field work and a basic understanding of the field of ethnobotany. Topics to be covered include the History of Ethnobotany, Cultural Importance of Plants, Keeping a Journal, Theoretical Orientation, Methodology, How to Identify Plants, Collecting Plants, Interviewing, Research Problems, Folk Taxonomy, Plant Names, Reproduction of Plant Knowledge, Intellectual Property Rights.

•The course is being jointly sponsored by The Baca Institute of Ethnobotany and Ft. Lewis College in Durango Colorado. The first and last week of instruction will be held on the college's campus in Durango.

Registration and tuition

Payments are being handled through the Office of Extended Studies, Ft. Lewis College: Office of Extended Studies Ft. Lewis College 1000 Rim Drive Durango, CO. 81301 970-247-7385

Cost $ 555.00 Due May 2, 1997 Registration after May 2 will be charged a $ 10.00 late fee.

•Room and Board while on campus is an additional charge, contact the Extended Studies Office for prices.

•The cost of room and board while in the Field is the responsibility of the student and is not included in the tuition or in the on campus room and board price.

Manual is a good, basic manual that will provide lots of detail).

to a community (Band, village or other cultural unit), permission should be also sought from the leaders of community council to do research in the community.

Intellectual Property Rights

The rights of people and communities to own and control, and benefit from, the use of their own knowledge are called Intellectual Property Rights, or IPR. Several recent publications discuss the recognition and importance of IPR to individuals and indigenous communities. One of these is a book edited by Tom Greaves, Intellectual Property Rights: A Sourcebook for Indigenous Peoples. The journal Winds of Change (Especially Summer 1993, Autumn 1994 and Summer 1996) also contains articles on IPR by Dennis Martinez and Enrique Salmón, who are indigenous ethnobiologists. In recording and using plant knowledge, as with other types of traditional knowledge, it is important to recognize and respect IPR.

Respect and Acknowledgment

Usually, a successful, mutually beneficial and reciprocal working relationship can be established just through following common sense rules of decency, fairness, respect and thoughtfulness. Think first and foremost of the people you wish to consult. What are their priorities? What will they get from your work together? If they are elderly, they might tire easily. They will have their own lives and commitments to follow-laundry, cooking, looking after grandchildren. How can you make it easy for them to work with you? Perhaps you can take them shopping, or do their laundry, or help look after the children.

Interviewing

Ideally, those who are documenting the knowledge should accompany the elders and specialists teachers to plant gathering areas and watch them and learn from them as they gather and prepare the plants for food, materials or medicines. Sometimes this is not possible. Still, it is very important to make sure of the exact identity of the plant or plants the elders are discussing. Not only is it important to pass on the information accurately for cultural purposes, but wrong information applied to the wrong

If people you wish to talk with are from another culture, or speak a different language, you will need to ask for advice on protocol and other aspects of your work from local people or translators. Do not hesitate to ask for this advice, because it is very important that you do not inadvertently cause annoyance or bad feelings by doing something that is wrong or inappropriate in the cultural context of those you wish to consult.

Collaboration in research with community members, or others of other disciplines such as language specialists (linguists) can be a very effective and enjoyable way to work.

"Tools of the Trade"

Here is what you will need to start interviewing, documenting and collecting plants:

•A good tape recorder, a good microphone, batteries or other power source, tapes of good quality (check with a linguist or archivist about the best).

•Camera, film (slide film is most versatile, but color prints are better for giving back to people. Ideally, two cameras, one with slide and one with print film, are good to have). Video cameras can also be an extremely effective way of recording both sound and conversation and activities relating to plant use.

•Notebooks (preferably waterproof), pens (waterproof ink) or pencils.

•Plant collecting gear and a plant press

Points of Protocol

Permission

Many people are happy to share their knowledge and experience with others, especially others in their own family or community. However, not all want to do this, and it is important to always ask permission and to make sure the knowledgeable person you wish to consult understands what you want to do, and how you want to record and use the information. The rights and wishes of the knowledge holder must always come first. If the person belongs

plant could be dangerous; many plants are harmful and poisonous, and one needs to be able to recognize these so they are not misused. If an elder or specialist is unable to travel to where the plants are growing, the person documenting the knowledge should bring fresh samples of the plants to her or him to confirm the identifications.

Payment and Reciprocation

Providing knowledge and people with fair payment for their time and work is usually expected. Some people do not wish to be paid, and consider their work a gift to their community or family. You will need to establish payment and terms of working before you begin. You might agree to pay someone by the hour, or by the day, or provide a set amount or honorarium. For those who do not wish to be paid, a gift in lieu of payment may be appreciated. People in the family or community can help advise you about what type of gift to provide. It could be food, or a special scarf or blanket, a hunting or carving knife, or something else that will be valued and enjoyed.

Other benefits might be providing opportunities for people to get out or travel around their homeland, to gather traditional foods, medicines or materials. Often, elderly people find this difficult, since their own family members may be busy working, and they may not have access to transportation. Taking an elder, or better yet, two or three elders who are friends or relatives, on an outing to a traditional gathering area can be one of the most pleasant and fulfilling experiences you can provide, and participate in. If you want to learn how to pick berries, or gather bark for weaving for example, you can participate in these activities, learning the techniques and associated knowledge, and know that you are helping the elders to acquire foods or materials they value and enjoy. Don't forget to bring along food, beverages, and other things you might need for the comfort and well-being of those you are taking out.

Finally, the people you work with need to be beneficiaries of your work. Be sure to provide them with copies of photographs, tapes, typed notes, and any final published materials

(be sure publication has been agreed to before this happens). If you plan to write and publish a technical version of your work, be sure, also to provide a version that is locally relevant, jargon-free and understandable to those in the community, with plenty of illustration. Preferably this will be as a book, video, poster or even in computer form that can be used in schools or adult education programs in the community.

Taking Notes

Be sure to ask permission before you record or write down any information. Then, even if you are recording an interview, you should write down as complete an account of the interview or field session as you can. Your written notes will provide a backup check for any tape recording. Detail is important, and it is easy to forget details at a later stage. Soon after you have finished your interview, preferably on the same day, review your notes carefully. If there were two of you interviewing, go over the notes together, comparing and recalling details you may have missed or not written down. During the interview, do not hesitate to make drawings or diagrams, and make specific notations about any measurements discussed; hearing on a tape, "The leaves are this big!" doesn't tell you anything. You have to provide a written or spoken interpretation.

At a later date, you should check your notes, or what you have written based on your notes, with the person you interviewed, to make sure you have accurately interpreted the information.

Tape Recording and Photographs

Documenting traditional plant knowledge is often greatly enhanced through photographs and tape recordings of interviews, including traditional names of plants in the language of the expert. Always ask permission before you tape record or take a photograph of an individual, or in a community.

Photographs of the plants and their habitats are important supplements to plant collections and notes. Especially valuable are

photographs showing people harvesting, processing or using the plants or plant materials. Try to show the context of the activity, as well as taking close-ups for recognition and easy identification of the plants and products made from them. Today, videotaping is an excellent method of capturing important techniques and processes in pictures. Ideally, you should try to take both stills and videos. Color transparencies may be the versatile medium for photographs, but color prints are also useful. You cam make posters with color prints using color photocopying methods. These can be effective gifts to the community where you are working. For publication, black and white is the most cost effective medium, but it is possible to obtain black and white prints from color if necessary.

Confidentiality

Some information about plants, especially medicinal plant recipes, or the use of plants in rituals or ceremonies, is considered private, to be held only by an individual, family or community. Outsiders need to be particularly sensitive about confidential information and to respect the wishes of individuals or the community not to share their knowledge, or some types of knowledge. Always ask permission before you tape record, photograph, or take notes. It is best to discuss matters of confidential information and how you intend to guard against its inadvertent disclosure before you even begin your research.

Conclusions

Be courteous and considerate in your dealings with other people. Learn as much as you can about the language and culture of the people you wish to work with. Make sure they are involved in the research at all levels, and that they know what your aims and intentions are. Obtain permission from communities and individuals to work with them, to collect plants, to take photographs, or to undertake any activities in the community. Be sure to return the results of your research to the individuals who help you, and to obtain permission before you publish or publicize any results of your research.

In undertaking research and collecting plants, be thorough and systematic in your approach. Think of someone else trying to duplicate what you have done. Would they be able to find the same plants and obtain similar results? Always consider the health and well-being of the people you are working with and of the plants that are important to them.

References

Greaves, Tom, ed. 1995. Intellectual Property Rights. A Sourcebook for Indigenous Peoples. Society for Applied Anthropology, Oklahoma City, Oklahoma.

Martin, Gary J. 1995. Ethnobotany: A 'People and Plants' Conservation Manual. Chapman & Hall, London.

Winds of Change Magazine (Summer 1993, Autumn 1994, Summer 1996 issues)

The Baca Institute of Ethnobotany would like to thank Board member Nancy Turner and her student Sandra Peacok for allowing Plant Voice to print these selections from their guide, Documenting Traditional Plant Knowledge. The information in this guide is valuable for those intending to work with plant specialists from another culture. It is also a good window into the field work world of ethnobotanists. We will include further sections from the Guide in the next issue of Plant Voice. These sections will include plant collecting, storage, identification, and conservation.

News of Note

New Books

•Healing With Plants in the American and Mexican West, by Margarita Artschwager Kay, University of Arizona Press, 1996; 315 pp. $19.95 Paper. Nurse, Anthropologist, and ethnobotanist, Margarita Kay has compiled an outstanding overview of Indigenous and Hispanic plant knowledge in the Greater Southwest. A Forward is provided by Andrew Weil. In part the ethnohistory of the region is offered along with sections on plant names and actions, Illness treated with plants, and healing specific female and child illnesses.

The bulk of the book is made up of the Plant Descriptions. Each description includes information on the common and scientific names, historic use, modern use, and the phytochemistry of the plant.

This book is required reading for anyone interested in Southwestern ethnobotany and ethnomedicine. A review of the book will appear in the next Issue of Plant Voice.

•Ethnobotany: Principles and Applications, C.M. Cotton, John Wiley & Sons, 1996; 424 pp. In Ethnobotany: Principles and Applications, C.M. Cotton from the School of Life Sciences at the Roehampton Institute of London takes a very academic and life scientific approach towards describing the field of ethnobotany. The book includes sections of plant structures, function, traditional botanical knowledge, methods, phytochemistry, plant management systems, and the history of plant-human interaction.

This book has yet to be thoroughly reviewed. Still it seems to be oriented towards the biological sciences. Watch for a more thorough review in a future newsletter.

-Enrique Salmón, Director

•Plant Voice is intended for educational purposes only. The Baca Institute of Ethnobotany and the authors and editor assume no responsibility for herbs used from information contained within the articles.

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Plant Voice

Published Quarterly by The Baca Institute of Ethnobotany

Contents © 1997 Editor....Maia Dercum-Salmón

The Baca Institute of Ethnobotany

P.O. Box 280

Crestone, CO 81131

(719) 256-4135

Board of Directors

Dr. Richard Ford, Board Chairman

Enrique Salmón, Director/President

Dr. William Clark, Treasurer

Dr. Karen Adams, Theresa Boone, Robert Erb,

Dr. Catherine Fowler, Phyllis Hogan, Dennis

Martinez, Dr. Nancy Turner

•The Baca Institute of Ethnobotany admits students of any race, sex, creed, age, national or ethnic origin to its educational programs and activities.