This article examines how conservation can disrupt indigenous Batwa cultural systems and marginalise traditional ecological knowledge, drawing on scoping fieldwork in Southwestern Uganda. It argues that place-based education can support cultural continuity by recognising traditional ecological knowledge as embodied and relational, rather than anecdotal. The article proposes a rights-based approach grounded in community ownership, intergenerational learning, and curriculum co-design, while emphasising safeguards against knowledge extraction.
Christopher Liberty (Thu,) studied this question.