<strong>Differing</strong> <strong>diversities</strong>Within <strong>Europe</strong>, <strong>Europe</strong>an Union funds created for cultural and economic developmentin sparsely populated areas have been used by the Sami to adopt digital technology t<strong>of</strong>urther the marketing <strong>of</strong> traditional crafts. However, the failure <strong>of</strong> the Swedish governmentto recognise Sami other than those engaged in reindeer husbandry as havingindigenous identity, has limited the extent <strong>of</strong> computer and Internet education. Only oneSami language has digital type fonts, moreover, and without support for font development,the potential <strong>of</strong> the Internet to assist in the survival <strong>of</strong> these endangered languageswill not be realised (Forsgren, 1998).33. For instance, even though most people in Burma are not permitted to use the Internet,Burmese in exile have taken advantage <strong>of</strong> it to spread information about repression inBurma and to organise resistance activities. Members <strong>of</strong> an indigenous human rightsand environmental organisation have travelled through border areas to teach computerskills to Mon and Karen peoples who have now developed digital fonts for use in communicationsthat document military abuses (Fink, 1998).34. Northern News Services copy editor, James Hrynyshyn, believes that “the Internet is anideal match for Aboriginal tribes, providing the necessary economy <strong>of</strong> scale to supportelectronic publishing for such small constituencies (…) because the Internet can supportan admixture <strong>of</strong> audio, video, and text, transcending the print medium, it is ideallysuited to the oral story-telling traditions <strong>of</strong> the Aboriginal Community.” (Zellen, 1998).Indeed, the small town <strong>of</strong> Inuvik has one <strong>of</strong> the fastest public Internet connections andthe Gwich’in and Inuvialit globally market traditional art from their home pages. TheOneida Nation had a web page before the White House did and through it has educatedan entire Chinese high school on Oneida culture, attracted visitors from <strong>Europe</strong> to itscultural centre, and created interest in the Middle East in the dissemination <strong>of</strong> Oneidadesign (Polly, 1998). In the south, interactive electronic conferencing has enabledindigenous peoples living in remote areas to share common concerns and exchangeinformation about their shared problems in relation to nation-states. The Zapatistauprising against the Mexican government upon the ratification <strong>of</strong> NAFTA marked thebeginning <strong>of</strong> the political use <strong>of</strong> Internet technology by indigenous groups. The Mayain Guatemala are attempting to electronically retrieve any and all information pertainingto their cultures to revive their traditional languages and to legitimate their claimsto their ancient territories. The Kuna in Panama have become international advocates <strong>of</strong>indigenous peoples’ stewardship over biodiversity and its relationship to indigenousrights <strong>of</strong> self-determination. Digital video camcorders will enable indigenous peoplesto share cultural performances and practices, making ITKIP globally available, or atleast available to other indigenous peoples if that is the more desirable end. Stories toldby elders and traditional practices can both be filmed and recorded so that they can“speak” to their descendants for eternity. This is only valuable, however, in so far astheir descendants can speak their languages and have viable opportunities to use thesepractices in a context where they are respected and supported.35. Indigenous Assyrians, forbidden to teach their own language, develop their culturalidentity, or refer to themselves as a people in many Middle Eastern countries, have usedthe Internet to reconnect with Assyrians in exile all over the world and to educate theglobal community about their culture, persecution, and aspirations (Gabrial, 1998).Continued and renewed usage <strong>of</strong> the Syriac or Aramaic language through the WorldWide Web, however, will only be possible if compatible fonts are developed.36. The Belgian Institute <strong>of</strong> Natural Sciences, for example, launched the website <strong>of</strong> theBelgian Clearing House on 7 October 1996. It was the second to be added to the <strong>of</strong>ficiallist <strong>of</strong> National Focal Point Clearing-Houses on the Internet and provides severaloptions for searching for information on biological diversity in Belgium and elsewhere.Like other such sites, it provides hyperlinks to other national, regional, and thematicclearing houses as well as linking to the CBD, and the United Nations Environmental192
Reasearch position paper 7Programme. The site also houses the CBD clearing houses for Niger, the Congo, Chad,Mauritania, and Burkina Faso. Within the framework <strong>of</strong> the Belgian Research Network(Belnet), the Workgroup on Biodiversity has launched a two-part initiative. The firstpart is an inventory <strong>of</strong> biodiversity resources in Belgium – not limited to biodiversity inBelgian territory – that refers to universities, research institutes, botanical gardens, zoosand aquaria, museums, nature education centres, associations, libraries and naturereserves. The second part <strong>of</strong> the initiative will create an inventory <strong>of</strong> the content <strong>of</strong> thedatabases on biodiversity kept in Belgium. The linkage between biodiversity and culturaldiversity could be made more explicit in such projects.See (30.07.00).37. Most <strong>of</strong> the world’s linguistic diversity is carried by small communities <strong>of</strong> indigenousand minority peoples. Indigenous and minority languages encode distinct forms <strong>of</strong>knowledge and cognitive maps <strong>of</strong> local ecosystems that cannot simply be translatedinto dominant languages. Nor can such diversity be reduced to nomenclature.Ethnobiologists now recognise that traditional ecological knowledge is not about entitiesper se, such as natural kinds, but about natural processes and relations among entities,such as the relationships among plant and animal species or between humans andthe ecosystem. Moreover, this knowledge is not carried simply in linguistic terms but ingrammar and speech formulas and culturally conventionalised ways <strong>of</strong> expressing spatial,temporal and causal relations. The relationship between landscapes and languagesis in many cases mutually constitutive. See the extensive discussion in Maffi andSkutnabb-Kangas, 2000.38. For a longer discussion <strong>of</strong> making prior informed consent a condition precedent forreceiving a patent, see Coombe, 1998.39. This project is sponsored by the World Wildlife Federation India and is co-ordinatedwith the Centre for Ecological Sciences <strong>of</strong> the Indian Institute <strong>of</strong> Science and theFoundation for Revitalisation <strong>of</strong> Local Health Traditions in Bangalore. For more informationon People’s Biodiversity Registers, see Gadgil et al., 2000.40. This project has been developed by the Society for Research and Initiatives forSustainable Technologies and Institutions in Ahmedabad and is managed by Pr<strong>of</strong>essorAnil Gupta <strong>of</strong> the Indian Institute <strong>of</strong> Management.41. For example, the Swiss Agency for Development and Co-operation supports theFarmers’ Rights Information Service (FRIS) developed by the M.S. SwaminathanResearch Foundation India to educate the public about India’s heritage <strong>of</strong> biodiversityand current issues <strong>of</strong> significance in the preservation <strong>of</strong> agro-biodiversity, including theneed for incentives to support ongoing activities <strong>of</strong> genetic stewardship. As thefounder’s introduction explains, “exchange <strong>of</strong> information, technical and scientific cooperation,research and training, public education and identification <strong>of</strong> suitable financialresources are all important for arresting the loss <strong>of</strong> agro-biodiversity”. The websiteoperates as part <strong>of</strong> an emerging network that links local and indigenous communities inconservation efforts: “With the emergence <strong>of</strong> democratic systems <strong>of</strong> governance worldwideand with the onset <strong>of</strong> the information superhighway, the widespread involvement<strong>of</strong> grassroots level peoples' organisations in the conservation movement is becomingfeasible. In addition to information dissemination through printed and electronic media,‘awareness through action’ programmes will have to be fostered in schools and colleges.”Available from World Wide Web: (30.07.00).The website’s founder believes that “the information age has provided tools such as theInternet and GIS mapping to promote a learning revolution in agriculture” and uses thesite to participate in this revolution. The site operates as a tutorial and teaches that: entitlements,asset reform and technological empowerment <strong>of</strong> the poor will be essential in193
- Page 5 and 6:
PrefaceThe present text constitutes
- Page 7:
Part IDiffering diversities:transve
- Page 11 and 12:
The study: background, contextand m
- Page 13 and 14:
Transversal study on the theme of c
- Page 15:
Transversal study on the theme of c
- Page 18:
Differing diversitiesi. new forms o
- Page 23 and 24:
IntroductionTransversal perspective
- Page 25 and 26:
Transversal study on the theme of c
- Page 27 and 28:
The challenge of diversityCulture,
- Page 29 and 30:
Transversal study on the theme of c
- Page 31 and 32:
Transversal study on the theme of c
- Page 33 and 34:
Diversity, citizenship, and cultura
- Page 35 and 36:
Transversal study on the theme of c
- Page 37:
Transversal study on the theme of c
- Page 40 and 41:
Differing diversitieslanguages. The
- Page 42 and 43:
Differing diversitiesprogrammes int
- Page 45 and 46:
Culture, government and diversity:p
- Page 47 and 48:
Transversal study on the theme of c
- Page 49 and 50:
Transversal study on the theme of c
- Page 51 and 52:
Transversal study on the theme of c
- Page 53:
Transversal study on the theme of c
- Page 56 and 57:
Differing diversitiesin the pursuit
- Page 58 and 59:
Differing diversitiesthe need for m
- Page 60 and 61:
Differing diversitiescircumstances
- Page 62 and 63:
Differing diversitiesclasses artist
- Page 64 and 65:
Differing diversitiesMy point, then
- Page 66 and 67:
Differing diversitiesiii. that the
- Page 69:
Transversal study on the theme of c
- Page 73 and 74:
The consequences of European media
- Page 75 and 76:
Reasearch position paper 1and contr
- Page 77 and 78:
Reasearch position paper 1directly
- Page 79 and 80:
Reasearch position paper 1There hav
- Page 81 and 82:
Reasearch position paper 1presence
- Page 83 and 84:
Reasearch position paper 1Strategic
- Page 85 and 86:
Reasearch position paper 1New media
- Page 87 and 88:
Reasearch position paper 1Blumler,
- Page 89 and 90:
Reasearch position paper 1Hoffmann-
- Page 91 and 92:
Reasearch position paper 1Pauwels,
- Page 93 and 94:
Assessing the implementationof cult
- Page 95 and 96:
Reasearch position paper 2tics abou
- Page 97 and 98:
Reasearch position paper 2Act (GPRA
- Page 99 and 100:
Reasearch position paper 2factually
- Page 101 and 102:
Reasearch position paper 2The evalu
- Page 103 and 104:
Reasearch position paper 2capacity
- Page 105 and 106:
Reasearch position paper 2Luchtenbe
- Page 107 and 108:
The cultural policies of the Europe
- Page 109 and 110:
Reasearch position paper 3went, wou
- Page 111 and 112:
Reasearch position paper 3The histo
- Page 113 and 114:
Reasearch position paper 3integrati
- Page 115 and 116:
Reasearch position paper 3of differ
- Page 117 and 118:
Reasearch position paper 3European
- Page 119 and 120:
Reasearch position paper 3voice to
- Page 121:
Reasearch position paper 3Howe, Mar
- Page 124 and 125:
Differing diversitiesContemporary d
- Page 126 and 127:
Differing diversitiesWhereas in the
- Page 128 and 129:
Differing diversitiesbuilding on th
- Page 130 and 131:
Differing diversitieswhen tackling
- Page 132 and 133:
Differing diversitiesand that is pr
- Page 134 and 135:
Differing diversitiesSennett, Richa
- Page 136 and 137:
Differing diversitiesallowing their
- Page 138 and 139:
Differing diversitiesNevertheless,
- Page 140 and 141:
Differing diversitiesgrowth also ex
- Page 142 and 143: Differing diversitiesAt a deeper le
- Page 144 and 145: Differing diversitiesconventional c
- Page 146 and 147: Differing diversitiesworks, and the
- Page 148 and 149: Differing diversitiesNational sover
- Page 150 and 151: Differing diversitiesSimilarly, at
- Page 152 and 153: Differing diversitiesCoombe, Rosema
- Page 154 and 155: Differing diversitiesWoodmansee, Ma
- Page 156 and 157: Differing diversitiesIndeed, which
- Page 158 and 159: Differing diversitiesThe second maj
- Page 160 and 161: Differing diversitiesexample by Hol
- Page 162 and 163: Differing diversitiesincreased broa
- Page 164 and 165: Differing diversities“Black Carib
- Page 166 and 167: Differing diversitiesBunt, Gary, 19
- Page 169 and 170: Preserving cultural diversity throu
- Page 171 and 172: Reasearch position paper 7unique, t
- Page 173 and 174: Reasearch position paper 7legislati
- Page 175 and 176: Reasearch position paper 7appropria
- Page 177 and 178: Reasearch position paper 7Indeed, m
- Page 179 and 180: Reasearch position paper 7- means t
- Page 181 and 182: Reasearch position paper 7cyberspac
- Page 183 and 184: Reasearch position paper 7extended
- Page 185 and 186: Reasearch position paper 7It is rec
- Page 187 and 188: Reasearch position paper 7lose loca
- Page 189 and 190: Reasearch position paper 7six proje
- Page 191: Reasearch position paper 7and innov
- Page 195 and 196: Reasearch position paper 7Reference
- Page 197 and 198: Reasearch position paper 7Papers on
- Page 199: Reasearch position paper 7Swaminath
- Page 202: Sales agents for publications of th