| Abstrakt: |
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. Research Highlights: Primate Conservation Education Programs (PCEPs) need to be context‐dependent, aware of the values and thoughts that stem from a colonial perspective, and aligned with people‐centered approaches to research.We invite primatologists and conservationists to share the challenges and successes faced in the field; to reflect openly on their ethical motivations; and to be aware about power relations between education practitioners and project participants.Since positivism can be seen as a colonial epistemology, the adoption of participatory action research and arts‐based education in PCEPs can help achieve a balance in power relations among all participants. [ABSTRACT FROM AUTHOR] |
Plný text