Reciprocal contributions: Indigenous perspectives and voices on marine‐coastal experiences in the channels of northern Patagonia, Chile
Bibliographic record
Abstract
Abstract The recovery of marine ecosystems in areas heavily impacted by fishing and environmental exploitation depends, to some extent, on the sustainable management of resources and should be complemented by cultural traditions, practices and scientific knowledge. These knowledge systems may involve reciprocal actions and interactions between people and coastal environments, which, unfortunately, are often overlooked in government coastal management strategies. Our study was conducted in the channels and fjords of northern Chilean Patagonia. The life experiences of nine community members, some of whom are co‐authors of this article, involve reciprocal interactions with coastal areas and species. We highlight two customary practices that are important for food sovereignty and the responsible management of marine‐coastal ecosystems. To understand their perspectives on nature, we analysed the ontological and cosmogonic aspects of these practices, their ecological implications and the challenges they currently face. We present two case studies: (i) the ‘Corralitos de pirenes’ in the Chiloé archipelago, which refers to small stone walls or enclosures built in the intertidal zone to create a suitable habitat for rockfish to spawn. The community consumes a percentage of the fish eggs, and the fish benefit by having a protected spawning site maintained by the locals; (ii) ‘benthic rearrangements,’ a practice carried out by shellfish divers who manually restructure underwater substrates that have been depleted by overexploitation of artisanal fishing. To this end, they manually relocate various species to re‐establish their ecological interactions. Both cases demonstrate a deep, place‐based ecological knowledge that fosters an understanding of ecosystems and fishing management rooted in the coastal families. These practices have been developed within family and community contexts and are continuously passed down through generations. These experiences embody a biocultural ethic that must be recognized, valued and expanded upon. Their ecological contributions (e.g. improvement of habitats) and socioecological endeavours (care for the environment) aim to foster biocultural continuity, engaging the elderly, adults and children. These experiences occur in a scenario of socio‐environmental crises where industries, such as salmon farming, generate cultural and ecological impacts that intertwine both in time and within the depths of the sea. Read the free Plain Language Summary for this article on the Journal blog.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".