Evidence-based conservation education in Mexican communities: Connecting arts and science

Knowledge, Beliefs, and Experience Regarding Slow Lorises in Southern Thailand: Coexistence in a Developed Landscape

Natural landscapes are being converted for agriculture and other human uses across Asia and this development presents potential threats for specialist species of primates, like the Endangered slow lorises of Thailand (Nycticebus bengalensis and N. coucang). It is crucial to understand the interface between humans and slow lorises in order to conserve these primates. Local ecological knowledge provides valuable information about these cryptic nocturnal species. We conducted 36 semi-structured interviews in Khao Lak, in southern Thailand, asking (1) where slow lorises were seen, (2) what they were doing, (3) how often people see slow lorises, and (4) what people knew about them. We converted the interviews to free lists and determined the importance of key words. Our results show that the informants saw lorises frequently in six general locations: forests/trees (58%), electric wires (47%), towns/villages (36%), plantations (33%), homesteads (28%), and roads (17%). The most prominent places were forests/trees, wires, and plantations. Eleven key concepts defined local beliefs, with the most prominent being that lorises are awake at night (69%), eat fruit (42%), are not aggressive (25%), are bad omens (25%), and there used to be more of them (25%). Due to a minimal presence of persecution or exploitation of slow lorises by humans in the study area and general tolerance in the face of competition for the same resources and spaces, we suggest that, despite extensive persecution for the illegal photo prop trade in nearby Phuket, the people of Khao Lak seem to live in a state of passive coexistence with slow lorises. However, we did find some evidence that the pet and photo prop trade are still present in the area. It is crucial that coexistence be struck within the context of deforestation and urbanization so that conservation initiatives can take place within the community to further improve the lives of humans and the status of lorises.

Evaluating the impact of environmental education around Ranomafana National Park

A total of 94% of lemur species are currently threatened with extinction and more than 17 species of giant lemur are already extinct. To help prevent the extinction of Madagascar's remaining lemurs, Dr. Patricia Wright initiated conservation programs in the Ranomafana region of southern Madagascar in the 1990s. These continued and expanded, and in 2003 were consolidated with Dr. Wright's research activities when Center ValBio ("CVB") was founded in 2003. CVB believes in the "One Health" approach in understanding the relationship between humans and the environment, and one of their core principles is that effective conservation is science-based. CVB's environmental education (EE) programs (discussed herein) operate in various primary schools surrounding Ranomafana national park (RNP). The all-Malagasy team consists of long-term conservation educators as well as young intern teachers, who together address the issues of valuing lemurs and the forests that they require to survive. In this paper, we will describe three of CVB's EE programs and evaluate their impact. The primary tool used to assess impact was an analysis of pre- and post -intervention test scores evaluated using a Kruskal-Wallis test. We show that these programs (1) are popular, (2) produce concrete outputs that can change rural villages, and (3) improve local knowledge on the importance of biodiversity and sustainable development.

Nine years of the Red Book Challenge conservation education in Southern Madagascar: What we have learned

Red Book Challenge Conservation Education Madagascar is a small-scale, arts-based, conservation education initiative founded in 2012 by two Lemur catta researchers working in the Berenty Reserve and incorporated as a nonprofit organization in 2022. The target demographic is children and adults living in Southern Madagascar. The Red Book Challenge program initially consisted of providing supplementary conservation education through classroom visits at the elementary schools in Berenty village. The school children created small conservation booklets with red covers, giving the project its name. Today, the program has expanded to include the village of Besakoa Ambany and the city of Fort Dauphin, while remaining a small-scale program. To date, the Red Book Challenge has completed seven outreach projects aimed at generating goodwill in the local community, community development, and conservation education. This retrospective analysis functions as a formative evaluation of the feasibility of future projects. This paper will focus on four projects that fall under the category of conservation education: (1) Using films to promote conservation topics (2) field trips to observe lemurs (3) a Malagasy-run conservation club, and (4) a coloring book. These projects have been funded through small grants from the International Conservation Fund of Canada, and private donations. This paper includes the Red Book Challenge's history, results from the participant surveys, and the successes and failures in each stage of our work. Six shifts in thinking occurred: (1) use of Malagasy talent to create educational conservation films (2) more formal assessment before and after field trips (3) improvement of recruitment, training and supervision of staff to keep the conservation club self-sufficient (4) enlistment of Malagasy illustrators and adaptation of environmentally friendly printing practices for the coloring books (5) disseminate study outcomes to international community though publication (6) reframe the program from spare-time volunteer work to full-time research work.

Participatory action research for primate conservation: A critical analysis of a nonformal education program in Southern Mexico

Historically, Mexico has had an important role in primate conservation research, however, studies have rarely included the human dimensions of primatology. Inclusion of these disciplines should be a priority, considering that human activities are responsible for the current socio-ecological crisis. Mexico is habitat for three primate species, and all are threatened. This urgency demands new approaches and broader perspectives. First, we propose three main research frameworks relevant for conducting PCEPs in Latin America: Participatory Action Research, Arts-based education in PCEPs and Knowledge Coproduction. Furthermore, we aimed to (1) describe a case study about primate conservation education in Southern Mexico based on participatory visual methods under the umbrella of Participatory Action Research (PAR), and (2) to conduct a self-reflective, critical, straightforward, and constructive analysis of the experience. We discuss the various challenges faced during the process (e.g., traditional teaching prevalence at schools, teachers that are not school-based, time and academic constraints). Additionally, we highlight some PAR aspects applicable for researchers and practitioners interested to go further than knowledge transmission (e.g., codesign, arts-based education, placed-based education, critical thinking, and capacity building). To collectively progress in primate conservation education in Mexico and other Latin American countries, projects could greatly benefit from context-specific, people-centered approaches, such as PAR. We encourage researchers to share more of their personal research experiences including both their successes and failures.

Best practices are never best: Evaluating primate conservation education programs (PCEPs) with a decolonial perspective

Who do we aim to educate with primate conservation education programs (PCEPs)? In a commentary published in a recent AJP, Annette Lanjouw suggested that many efforts to "educate" habitat-country communities can be neocolonial in their approaches. Forest destruction and habitat loss are a result of global consumption and expansion. We therefore need to approach conservation education from many angles including local stakeholders, policy makers, government officials, and the humans living in industrialized nations who are major consumers of the items that shrink primate habitats. In this review, we investigate PCEPs to determine if the conservation education goals, education methods, and assessment processes are proceeding within a neocolonial context. We reviewed the last 20 years of primate conservation literature and looked for publications that were focused on education programs. We found that in 50 of 52 publications published between 2001 and 2021, the education programs take place in habitat-country local communities. We also reviewed primate field researcher and field site websites, and in most cases, education programs were also focused on educating local communities living near or in nonhuman primate habitats. Exceptions were student clubs, zoo programs, and a high school outreach program. Many PCEP providers presented a list of "lessons learned" and we compiled their wisdom in combination with our experience to provide a framework for moving forward. We conclude that as conservation primatologists, we must think beyond our field sites to create opportunities for educational outreach. We can reach global consumers by linking to zoos, television/motion picture, print media, social media, and working with schools on curricula. Primatologists can engage our undergraduates to establish clubs and create meaningful assignments that reach beyond the classroom. We encourage primatologists from the Global North to consider their positionality and the history of conservation exclusion in their attempts to conserve primates.

Attitudes towards urban howler monkeys (Alouatta caraya) in Paraguay

Increasing urbanisation is encroaching into natural habitats and sometimes forcing wildlife into urban centres. Whether or not wildlife can thrive in an urban environment is dependent on many factors, one of which is how the species is perceived by local people. This study focuses on the city of Pilar in south-west Paraguay, which is home to a population of urban-dwelling black and gold howler monkeys (Alouatta caraya). Using semi-structured interviews, we assessed peoples’ attitudes towards the presence of howlers, whether they perceived the monkeys to cause problems in the city, what they believed were the biggest threats to the monkeys, and whether they felt that the presence of monkeys in the city was compatible with their way of life in the long term. Overall, we found that the majority of interviewees had positive attitudes towards the monkeys, believing that they brought benefits to the city and that they should be protected from potential risks in the urban environment. Our results provide the basis for collaborative, community-based development of management strategies for the long-term survival of these urban monkeys.

The Primate Cultural Significance Index: applications with Popoluca Indigenous people at Los Tuxtlas Biosphere Reserve

BACKGROUND

The study of the cultural significance (CS) of biodiversity provides key information to develop conservation strategies consistent with traditions and perceptions of human communities. In Los Tuxtlas Biosphere Reserve (TBR) in Mexico, the mantled howler monkeys (Alouatta palliata mexicana) and the black-handed spider monkeys (Ateles geoffroyi vellerosus) have historically coexisted with Popoluca Indigenous Peoples. This study sought to determine how the presence of a natural protected area (TBR location) and a range of sociodemographic factors (gender, age, origin, language proficiency, education level, religion) relate to the CS held by the Popoluca Indigenous People in relation to these two endangered primate species.

METHODS

The first Primate Cultural Significance Index (PCSI) was designed as a composed index of 11 cultural variables (sub-indices) and was applied randomly to a representative size sample of people over 15 years old in two Popolucas communities, one within the TBR (Piedra Labrada = 81 people) and another outside (Los Mangos = 91). U Mann-Whitney tests were used to compare the PCSI between communities and Generalized Linear Models (GLM) to evaluate the sociodemographic factors of participants that influenced the sub-indices in the PCSI.

RESULTS

The cultural significance of spider monkeys held by the Popolucas was higher for the community within the TBR than for the community outside, while for howler monkeys it was higher outside. For both primate species across the two communities, the most relevant sub-indices were (1) interest in conservation and (2) touristic significance of primates. Sociodemographic factors of participants influenced nine sub-indices of cultural significance out of the possible 10 sub-indices applied for each primate species. The demographic factors that most influenced each sub-index for both species were location and gender.

CONCLUSIONS

The main differences found between communities may be linked to the conservation and sustainable development programs promoted by the reserve, as well as the greater persistence of Popolucan ancestral traditions within the boundaries of the reserve. We recommend that conservation efforts should focus on people less interested about primate conservation (women, non-natives and residents outside the reserve), and turn to the leadership of people more interested (native men who reside inside the reserve).

Mentorship, equity, and research productivity: lessons from a pandemic

The coronavirus pandemic is more fully exposing ubiquitous economic and social inequities that pervade conservation science. In this time of prolonged stress on members of the research community, primary investigators or project leaders (PLs) have a unique opportunity to adapt their programs to jointly create more equitable and productive research environments for their teams. Institutional guidance for PLs pursuing field and laboratory work centers on the physical safety of individuals while in the lab or field, but largely ignores the vast differences in how team members may be experiencing the pandemic. Strains on mental, physical, and emotional health; racial trauma; familial responsibilities; and compulsory productivity resources, such as high-speed internet, quiet work spaces, and support are unequally distributed across team members. The goal of this paper is to summarize the shifting dynamics of leadership and mentorship during the coronavirus pandemic and highlight opportunities for increasing equity in conservation research at the scale of the project team. Here, we (1) describe how the pandemic differentially manifests inequity on project teams, particularly for groups that have been structurally excluded from conservation science, (2) consider equitable career advancement during the coronavirus pandemic, and (3) offer suggestions for PLs to provide mentorship that prioritizes equity and wellbeing during and beyond the pandemic. We aim to support PLs who have power and flexibility in how they manage research, teaching, mentoring, consulting, outreach, and extension activities so that individual team members' needs are met with compassion and attention to equity.

Correction: Evidence-based conservation education in Mexican communities: Connecting arts and science

[This corrects the article DOI: 10.1371/journal.pone.0228382.].

Teacher training as a means to sustained and multiplicative behavior change: An example using fuel-efficient stoves

Chimpanzee conservation is dependent on addressing key threats such as habitat degradation, which is fueled by collection of firewood in Uganda's Kibale National Park. To address this threat, sustained behavior change that reduces dependence on fuelwood is needed. One of the greatest challenges for conservation education programs and behavior change campaigns is to have long-term and consistent effects on communities. Teacher trainings have potential to influence a large number of students over an extended period of time. In this study, we tested if teacher training on an activity designed to reduce community impact on the environment and thus reduce habitat encroachment in a critical chimpanzee habitat-construction of fuel-efficient stoves (FES)-could lead to retained knowledge and attitude improvements for students as well as sustained behavioral change in communities around Kibale National Park up to 2 years after initial training on the topic. We consistently found improvements in student knowledge and attitude change between the beginning and end of the year for third- and sixth-grade students in 11 program schools, but not in four control schools. In addition, the number of FES built by 120 teachers engaged in the program and their students continued to average over 150 stoves per year across 4 years. Our study suggests that teacher training can lead to sustained and multiplicative behavior change, which may mitigate threats to chimpanzees and other wildlife threatened by habitat encroachment in the park over time.