Fostering Indigenous young people’s socio-environmental consciousness through place-based learning in Ecuadorian Amazonia

Figures & data

Figure 1. Locations of the upper secondary schools included in this study in Pastaza province.

Table 1. Data produced in the upper secondary schools, Pastaza province, Ecuadorian Amazonia.

School	Mappings	Students taking photos	Photos	Student interviews
Camilo Huatatoca	6	6	296	9
Kumay	8	6	108	8
Sarayaku	9	4	145	11
TOTAL	23	16	549	28

Figure 2. A map drawn by the students in Kumay. In the middle on the map is the Titinkiem River that crosses the road to the communities of Kawa, Panki and San Jose. When it rains heavily, the river floods and it is difficult for the students to cross the river to go to school.

Figure 3. ‘This is the way [a pole] to cross the [Titinkiem] river when it grows.’ (Photo taken by a student in Kumay).

Figure 4. ‘Those who harvest wood, they have their needs, they have their children, they educate their children, they don't have enough to support themselves, that little piece of wood, by selling that they can support themselves.’ (Photo taken by a student in Kumay).

Figure 5. ‘Here they are damaging the river, they are mining, and all along here they wash gold.’ (Photo taken of a river near Ishkay Yaku community by a student of Camilo Huatatoca).

Figure 6. A fishing place (star) in Titinkiem River portrayed on a map drawn by the students in Kumay. The students also regard the river as culturally important (brown sticker). On the other side of the road, the students have marked a place where they regard logging as a problem (red stickers).