“Still, scientists must be aware of the culture of the people they work with and their perspectives and needs regarding these fisheries if we are to be successful in contributing to fishery management policies.”
Robby Thigpen – Marine Conservation without Borders See page 3
What is our approach?
At Marine Conservation without Borders, we believe that conservation must begin with communities and that education must speak their language. Our approach is grounded in the belief that ecological knowledge systems are not one-size-fits-all. Instead, they are deeply shaped by the landscapes, seascapes, languages, and cultures in which they develop. That’s why our work begins not with translation, but with collaboration.
We co-create science education materials that blend Western ecological science with Indigenous and local knowledge, using a process we call ethnotranslation. Ethnotranslation goes beyond typical translation methods. It draws on the lived experience, cultural logic, and ecological understanding of communities to build meaningful, multilingual educational resources from the ground up. Through this process, we ensure that key scientific ideas are not just linguistically accessible, but culturally resonant.
Alongside this, we apply what we call the Hybridization Hypothesis of Ecological Knowledge Systems. This model recognizes that powerful forms of conservation learning emerge at the intersections of different knowledge traditions. Our materials are built to reflect and respect these intersections—honoring Indigenous knowledge while introducing scientific concepts through place-based, experiential learning.
Our approach also integrates spatial thinking tools that help students map, visualize, and understand their ecosystems—whether mangrove forests, coral reefs, or agricultural milpas [corn fields]. We prioritize linguistic equity and geographic specificity, working in the local language and dialect of each community and designing materials tailored to their local environment and conservation priorities.
This model has already been applied and tested in schools across Belize, Panama, and Mexico. It is currently expanding to support young people in coastal, forested, and riverine communities throughout the Caribbean and Mesoamerica. In each setting, we work hand in hand with local teachers, language keepers, biologists, fishers, farmers, and students to create a new generation of conservation leaders—fluent in both their heritage and the science needed to protect it.
In short, our approach is:
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Multilingual – rooted in the mother tongue of each community
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Biocultural – connecting ecological science to local knowledge and lifeways
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Place-based – adapted to specific ecosystems and regions
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Participatory – co-developed with community members, educators, and youth
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Scalable – designed for local relevance and regional applicability
This approach is not only pedagogically innovative it is a way of operationalizing global frameworks like the UN Decade of Ocean Science, the UN Decade of Indigenous Languages, the SDGs, and the UN Declaration on the Rights of Indigenous Peoples, IUCN Target 22 and the Cartagena Convention. Through our Treasures and Guardians collections, we are helping to shape a future where marine and terrestrial conservation is both scientifically sound and locally meaningful.
