Forage! is the Society of Ethnobiology’s newest venue for gathering ideas and knowledge, fostering the ethnobiological community and movements. We encourage members to submit content from all expressive dimensions including intellectual, creative, and activist ones (e.g., art, stories, literature, poetry, pictures). Board members from the Society moderate the blog. We invite all SOE members to submit blog posts here: firstname.lastname@example.org. We welcome comments from members and the general public.
When I first began writing this, I wanted it to be engaging, informative, and related directly to my research regarding the depletion and conservation of the revered Peyote (Lophophora williamsii) cactus.
In January I posted about Landscape for Life, a curriculum to increase awareness among homeowners about how their landscaping practices impact the environment. This post is about my efforts to reduce our own environmental impact by converting our three acres from mostly lawn to mostly woods. This is a chronicle of what went well and what I wish I’d done differently along with some musings about the project.
Photography byCharlotte Logan, Jessica Dolan, and Rich Holschuh
Sharing stories with one another is a way of making home; learning and sharing plant practices can connect us within one another, and can also help each person come home to oneself, grounding each of us within the landscapes where we live. My name is Jessica Dolan, and I’m an ethnobotanist and environmental anthropologist who has been working with North American Indigenous communities since 2007. When I was pregnant with my daughter, I had a dream of being in the ground looking up at carrots and turnips growing in a garden above me. I took that as a message that it was time to write to my daughter about the very first plants that I learned as a child. While pregnant, I daydreamed of teaching her about plants, visiting them in their homes, and exploring the gifts and contours of land and water in Vermont together. So, I wrote out my memories of the first plants I learned as a girl in Vermont. Ethnobiologists have studied children’s acquisition of plant knowledge across cultures (see, for example, Hunn 2002). In this piece, I share some of the very first plants I learned as a child, and how and where I learned them; my acquisition of plant knowledge growing up in Vermont is reflective of and was situated within an outdoors and landscape-based, rural culture of Vermont children in the 1980s.