McGregor Deborah
J Can Stud. 2009;43(3):69-100. doi: 10.3138/jcs.43.3.69.
Beginning in the late 1980s with the release of Our Common Future by the World Commission on Environment and Development, followed by the development of international accords such as the 1992 Convention on Biological Diversity, international pressure to resolve Indigenous rights issues has been steadily mounting. Successive Canadian governments have been striving increasingly to recognize and incorporate Aboriginal traditional knowledge into resource management planning. Following more than a decade of such efforts, the question of how to achieve such incorporation appropriately remains inadequately answered. This essay contributes to the resolution of this issue by first clarifying some key differences between Aboriginal and non-Aboriginal definitions of "traditional knowledge." Then, three Ontario case studies are briefly described that highlight the most and least successful aspects of previous undertakings. Among the lessons learned are the need to value traditional knowledge on a par with Western science while recognizing the particular capabilities of each system, and the requirement that Aboriginal peoples and their knowledge participate on a mutually respectful basis.
从20世纪80年代末世界环境与发展委员会发布《我们共同的未来》开始，随后诸如1992年《生物多样性公约》等国际协定的制定，解决原住民权利问题的国际压力一直在稳步增加。历届加拿大政府越来越努力地承认并将原住民传统知识纳入资源管理规划。经过十多年的此类努力，如何恰当地实现这种纳入的问题仍未得到充分解答。本文通过首先阐明原住民和非原住民对“传统知识”定义的一些关键差异，为解决这一问题做出贡献。然后，简要描述了安大略省的三个案例研究，突出了先前工作中最成功和最不成功的方面。从中吸取的教训包括，需要将传统知识与西方科学同等重视，同时认识到每个体系的特殊能力，以及要求原住民及其知识在相互尊重的基础上参与。
