Creating Direct Incentives for Wildlife Conservation in Community-Based Natural Resource Management Programmes in Botswana

2013 ◽  
Vol 49 (3) ◽  
pp. 315-333 ◽  
Author(s):  
Elizabeth F. Pienaar ◽  
Lovell S. Jarvis ◽  
Douglas M. Larson
2005 ◽  
Vol 5 (3) ◽  
pp. 95-124 ◽  
Author(s):  
Larry A. Swatuk

Community based natural resource management (CBNRM) programs presently proliferate across the Global South. In Southern Africa, CBNRM overwhelmingly focuses on wildlife conservation in areas adjacent to national parks and game reserves. The objects of these development activities are remote communities that exhibit the highest levels of poverty in the region, the consequences of which are sometimes resource degradation. CBNRM seeks to empower and enrich the lives of these communities through the active co-management of their natural resource base. Almost without exception, however, CBNRM projects have had disappointing results. Common explanations lay blame at the feet of local people who are seen to lack capacity and will, among other things. This paper contests this explanation by subjecting the particular case of Botswana to a deeper, critical political ecology analysis. Drawing on insights from Homer-Dixon regarding resource capture and ecological marginalization, and from Acharya regarding the localization of global norms, the paper argues that CBNRM is better understood as a discursive site wherein diverse actors bring unequal power/knowledge to bear in the pursuit of particular interests. In Botswana this manifests at a local level as an on-going struggle over access to land and related resources. However, given that CBNRM is supported by a wide array of international actors, forming perhaps the thin edge of a wider wedge in support of democratization, good governance and biodiversity preservation, locally empowered actors are forced to adapt their interests to the strictures of emergent structures of global governance. The outcome is a complex interplay of activities whereby CBNRM is realized but not in a form anticipated by its primary supporters.


2020 ◽  
Vol 37 (1) ◽  
pp. 59
Author(s):  
Kartika Sari Septanti ◽  
NFN Saptana

<p>Lowland conversion to non-agriculture use improves along with economic growth. Various attempts have been exerted by the government to reduce lowland conversion. Local wisdoms throughout the regions in the country are potential to control lowland conversion. This paper aims to explore the role of local wisdoms in Indonesia and other countries in controlling lowland conversion. Some local wisdoms in Indonesia potentials for lowland conversion control are : tunggu tubang, mundang biniak, oloran sawah, Suku Samin, Buyut Cili, tradisi Ngarot, Kasepuhan Sinar Resmi, Suku Baduy, Subak, Suku Dayak, and pangale hutan. Some measures to take for empowering those local wisdoms, are: (i) incorporating local wisdoms into school education curriculum; (ii) developing a community-based natural resource management system, namely increasing participation of local people in land resource management.</p><p> </p><p>Abstrak</p><p>Konversi lahan sawah ke nonsawah marak terjadi seiring pesatnya pertumbuhan ekonomi. Berbagai upaya telah dilakukan pemerintah untuk menekan laju konversi lahan sawah ke nonsawah, namun belum menunjukkan hasil yang optimal. Indonesia memiliki kekayaan kearifan lokal yang tersebar di seluruh nusantara yang berpotensi menghambat tingginya laju konversi lahan sawah ke nonsawah. Tulisan ini membahas kearifan lokal di Indonesia serta di beberapa negara yang telah dan akan dikembangkan untuk mempertahankan lahan sawah. Beberapa contoh kearifan lokal di Indonesia antara lain: tunggu tubang, mundang biniak, oloran sawah, Suku Samin, Buyut Cili, tradisi Ngarot, Kasepuhan Sinar Resmi, Suku Baduy, Subak, Suku Dayak, dan pangale hutan. Tantangan kearifan lokal pada masa depan semakin berat karena adanya pertumbuhan jumlah penduduk, pertumbuhan ekonomi, serta perubahan sosial masyarakat yang mendesak lunturnya nilai-nilai kearifan lokal. Beberapa strategi untuk mempertahankan kearifan lokal dapat dilakukan dengan cara: (1) memasukkan ke dalam kurikulum pendidikan;  (2) mengembangkan sistem pengelolaan sumber daya alam berbasis komunitas, yaitu peningkatan partisipasi masyarakat lokal dalam pengelolaan sumber daya lahan.</p>


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