344
R. Hamilton et al.
Pacifi c, by contrast, fi sheries offi cers typically have little contact with fi shing communities and their understanding of the state of the fi shery can differ greatly from
that of the fi shers, often impeding progress on fi sheries issues (YSM personal
observation 2005). In the eastern Yucatan Peninsula of Mexico (Quintana Roo),
most fi sheries offi cers know little of the needs of fi shing communities, and tend to
treat fi shers with distrust, regarding them all as potential poachers of lobster and
conch (AA-P personal observation 2006).
After completing surveys, it is important that results are discussed in community
meetings, presented to government departments or communicated via the radio and
television. Further possible outreach opportunities need to be explored. Other interested and important parties for communications might be religious organizations
and leaders, education departments, journalists, enforcement offi cers and tourism
interests. Changes in policy and behaviour start with an understanding of the issues
among users and the wider public. There remain large knowledge gaps and considerable misunderstanding in many countries in relation to the sea, in general, and the
challenges faced by, and needs of, those who depend directly on its living resources.
In many places, even fi shery managers are little engaged in fi sheries management
and have insuffi cient training. It is worth highlighting here that in most countries
fi sheries issues, or at least small-scale coastal fi sheries, are not taught in schools.
Fish biology and ecology is not typically covered in school curricula so a general
understanding of the sea is very limited in most communities.
10.5 LEK Can Be Incomplete, Inaccurate or Misleading
Interviews are a fi rst step in a process enabling researchers to ask more specifi c
questions and design focused studies and validation (Sect. 10.4 ) (Valbo-Jorgensen
and Poulsen 2000 ) . This section examines ways in which LEK falls short of providing all necessary information for management and conservation, and identifi es what
additional work is needed once interviews are completed.
10.5.1 Observation Versus Interpretation
Documentation of information and its interpretation are distinct activities.
Divergences in interpreting the meaning or signifi cance of an observation are common between the interviewer and interviewee (Ruddle et al. 1992 ) . Learning how
fi shers or other interviewees view the sea and interpret the changes they witness, as
well as identifying means to bridge information or perception gaps, is critical for
planning educational materials and interventions. Therefore, interviews should
include questions that explore the views, perspectives, and attitudes of interviewees
and allow opportunity for them to ask questions. It is common, for example, for
R. Hamilton et al.
Pacifi c, by contrast, fi sheries offi cers typically have little contact with fi shing communities and their understanding of the state of the fi shery can differ greatly from
that of the fi shers, often impeding progress on fi sheries issues (YSM personal
observation 2005). In the eastern Yucatan Peninsula of Mexico (Quintana Roo),
most fi sheries offi cers know little of the needs of fi shing communities, and tend to
treat fi shers with distrust, regarding them all as potential poachers of lobster and
conch (AA-P personal observation 2006).
After completing surveys, it is important that results are discussed in community
meetings, presented to government departments or communicated via the radio and
television. Further possible outreach opportunities need to be explored. Other interested and important parties for communications might be religious organizations
and leaders, education departments, journalists, enforcement offi cers and tourism
interests. Changes in policy and behaviour start with an understanding of the issues
among users and the wider public. There remain large knowledge gaps and considerable misunderstanding in many countries in relation to the sea, in general, and the
challenges faced by, and needs of, those who depend directly on its living resources.
In many places, even fi shery managers are little engaged in fi sheries management
and have insuffi cient training. It is worth highlighting here that in most countries
fi sheries issues, or at least small-scale coastal fi sheries, are not taught in schools.
Fish biology and ecology is not typically covered in school curricula so a general
understanding of the sea is very limited in most communities.
10.5 LEK Can Be Incomplete, Inaccurate or Misleading
Interviews are a fi rst step in a process enabling researchers to ask more specifi c
questions and design focused studies and validation (Sect. 10.4 ) (Valbo-Jorgensen
and Poulsen 2000 ) . This section examines ways in which LEK falls short of providing all necessary information for management and conservation, and identifi es what
additional work is needed once interviews are completed.
10.5.1 Observation Versus Interpretation
Documentation of information and its interpretation are distinct activities.
Divergences in interpreting the meaning or signifi cance of an observation are common between the interviewer and interviewee (Ruddle et al. 1992 ) . Learning how
fi shers or other interviewees view the sea and interpret the changes they witness, as
well as identifying means to bridge information or perception gaps, is critical for
planning educational materials and interventions. Therefore, interviews should
include questions that explore the views, perspectives, and attitudes of interviewees
and allow opportunity for them to ask questions. It is common, for example, for