Please use this identifier to cite or link to this item:
Ethnobotany Education, Opportunities, and Needs in the U.S.
|Title:||Ethnobotany Education, Opportunities, and Needs in the U.S.|
|Authors:||Bennett, Bradley C.|
|Publisher:||University of Hawaii at Manoa|
|Citation:||Bennett BC. 2005. Ethnobotany education, opportunities, and needs in the U.S.. Ethnobotany Research & Applications 3:113-122.|
|Abstract:||There is more interest in ethnobotany today, than at any time in the discipline’s history. Ethnobotany, however, suffers from many deficiencies, especially the lack of research support, educational opportunities, and a theoretical basis. Ethnobotanists should expand the definition of ethnobotany to include all plant-people interactions, not just those of traditional societies. They also must integrate more effectively with colleagues in related disciplines and promote ethnobotany’s relevance to Introductory Botany and other courses. Ethnobotany and ethnobiology are natural links to conservation biology, resource management, and environmental education. An undergraduate ethnobotany track could provide ideal training for medicine. To be competitive, prospective students need to prepare better for graduate school. They should have a firm foundation in the botanical and anthropological sciences, as a minimum. If ethnobotany is to become a mature discipline, it must develop a theoretical framework while not abandoning its descriptive history. Expanding ethnobotany’s scope to include all plant and human interactions greatly increases the funding, research, and job opportunities for the discipline. More importantly, there is no compelling intellectual argument for restricting ethnobotany’s reach to traditional cultures.|
|Appears in Collections:||
2005 - Volume 3 : Ethnobotany Research and Applications|
Please email email@example.com if you need this content in ADA-compliant format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.