| This thesis investigates gendered local knowledge systems in a Ghanaian forest fringe village. The research aimed to better understand linkages among environmental degradation, loss of local knowledge and gender. It investigated the content and processes of acquisition and transmission of tree-related knowledge, and how these areas differed among community members. Qualitative data were collected from community members in semi-structured interviews, participant photography and workshops. Research findings confirmed the centrality of biophysical and social environments, local practices, belief systems, gender and informal and non-formal learning experiences in shaping tree-related knowledge and management strategies. Local knowledge was not uniformly distributed in content and depth, but instead corresponded to engagement in daily subsistence activities. While there was a potential for formal education to supplement the tree component of local knowledge systems, it cannot be a perfect substitute. These findings underscore the importance for development initiatives to understand within-community differences in preferences and needs. |
