This document summarizes a project that explored knowledge exchange between different cultures and generations regarding sustainability in protected areas. It discusses how protected areas can act as hubs for sharing traditional ecological knowledge from local communities. The project studied four case studies in Austria and Nepal, finding that protected areas can integrate intergenerational learning by utilizing old knowledge in new contexts, drawing attention to traditional practices, and providing platforms for knowledge sharing. By facilitating these intercultural and intergenerational exchanges, protected areas can benefit from regional expertise while supporting cultural preservation and rural livelihoods.

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Transcultural exchange
of knowledge about
sustainability in
protected areas
05/06 2013
Vienna International Centre
DI Michael Huber
Final Conference
Big Foot: Crossing
Generations, Crossing
Mountains
Knowledge, parks and cultures
E.C.O. Institute for Ecology | Kinoplatz 6, 9020 Klagenfurt | www.e-c-o.at | office@e-c-o.at

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„Nobody is monocultural“ (Demorgon & Molz 1996)
…everybody is member of many different cultures
…different generations can be considered different cultures
…different cultures have different valuable knowledge
Picture: M.J.

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proVISION project „Transcultural exchange of
knowledge about sustainability“
Project to explore the commonalities and
differences in protected area management
Aimed to support the international MSc.
Programme „Management of protected areas“ at
Alpe-Adria University in Klagenfurt
Four case studies in Austria and Nepal
Linking culture, sustainability, knowledge and
protected areas

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Protected areas as driving force for sustainable
development in rural areas
Protected areas are considered…
„model regions for sustainable development“ (UNESCO 1996)
„to be drivers for innovation and sustainability in rural protected areas“
(Jungmeier 2012) and „…to lead towards a more sustainable society“
(IUCN 2005)
Modern managed protected areas adress all pillars of sustainability (Ecology, Economy, Society)

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The knowledge of protected areas
Knowledge Assessment of protected areas
Human capital: Protected areas are academic
organizations and bring young people to remote
areas and provides an opportunity for them to
stay
Structural capital: Protected areas are collecting
and storing local knowledge (libraries, databases)
Social capital: Protected areas are a critical node
in rural areas for development in any respect
Regardless of the country, protected areas are knowledge-based organizations dealing with
sustainability issues on an every-day basis
Source: Huber et al. 2013

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The knowledge exchange system of protected areas
Intergenerational exchange
inside the PA – old and
young staff
Intergenerational exchange by
involving the knowledge of
regional stakeholders

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Multidimensional culture
Various aspects of culture – A
multidimensional concept also varying
between generations
Protected areas are embedded into the
cultural context and also shaped by it
Source: Huber et al. 2013
Source: Huber et al. 2013 based on
Fischer-Furrer Küttel 2005
A protected area is shaped by numerous social groups and (sub)-cultures at different levels
which are interdependent

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Intergenerational exchange is transcultural exchange
Basic principles for transcultural exchange
also useful for intergenerational exchange
Different generations can be considered
different „cultures“
Our research emphasized the importance
to integrate all „cultures“ into PA-
management as their contribute different
knowledge
Source: Huber et al. 2013

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Example 1: Old knowledge in a new context
„ I was a hunter before, now I use
this knowledge for spotting
animals and guiding tourists“
(Wildlife guide in Gunung Leuser NP, Sumatra)
Horseback-riding and trekking
along old mule trecks through
Hohe Tauern NP
www.viaaurea.at
www.tauernalpin.at

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Example 2: Old products in a new context
Platform for local producers to promote their
products
Appreciation of visitors keeps the knowledge about
the production alive
E.g. Haymaking on high-alpine pastures in Nockberge
BR
http://www.pulverer.at/wander-und-thermenurlaub-kaernten
www.kleinezeitung.at

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Example 3: Yesterdays landscapes in a new context
Old knowledge about traditional land-use forms and techniques for
land-use management of protected areas (e.g. terracing) and to
conserve locally adapted varieties of crops/fruits)
Traditional terracing to conserve soil in Annapurna
Conservation Area Nepal
Marketing of old pear variety in
Pöllauer Tal Nature Park
Maintenance of traditional Alpine
Pastures around Hohe Tauern
National Park
www.mythos-tauernschecken.com

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How to share this knowledge and make it
applicable? – Selected approaches
Cultural translators or bridge builders
(e.g. community mobilizers in Nepal)
Platform for personalized exchange
(e.g. Co-management systems such as
Annapurna Conservation Area)
Starting with the youngest (e.g.
junior ranger programmes)
Sources: Huber et al. 2013

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Conclusions – Symbiotic relation between protected
areas and locally grown knowledge
Protected areas may trigger a process of intergenerational learning by…
putting old knowledge in a new context
drawing public attention to old knowledge about the area
providing a platform for exchange in remote areas
providing an economic perspective for local residents
Protected areas need intergenerational learning, because…
successful management depends on existing regional knowledge and experiences
Intergenerational learning is about tacit knowledge
Knowledge exchange needs active stimulus
Tools for intercultural exchange can be beneficial

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Literature & further reading
05/06 2013
Vienna International Centre
DI Michael Huber
Knowledge, parks and cultures
E.C.O. Institute for Ecology | Kinoplatz 6, 9020 Klagenfurt | www.e-c-o.at | office@e-c-o.at
Huber, M., Jungmeier, M., Lange, S., Chaudhary, S. (2013).
Knowledge, Parks and Cultures. Transcultural exchange of
knowledge in protected areas. Case studies from Austria
and Nepal. Klagenfurt: Verlag Johannes Heyn. 232p.
IUCN (2005). Benefits Beyond Boundaries. Proceedings of
the Vth IUCN World Parks Congress. IUCN, Gland,
Switzerland and Cambridge, UK.
Jungmeier, M. (2010). Integriertes Management von
Schutzgebieten. Beiträge zu Konzept, Prinzipien,
Expertensystem und ausgewählten Instrumenten.
Dissertation. University of Greifswald/Klagenfurt.
Nonaka, I.; Takeuchi, H. (1995). The Knowledge-Creating
Company: How Japanes companies create the dynamics of
innovation. New York: Oxford University Press.
Unesco (Ed.) (1996). Biosphere Reserves. The Seville
Strategy and the Statutory Framework of the World
Network. Paris.