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Ce texte contribue à un large ensemble de réflexions sur l’interdisciplinarité. Au travers des trajectoires personnelles des coauteurs, il vise à comprendre le rôle de l’interdisciplinarité « de l’intérieur », dans la construction des chercheuses et des chercheurs et, partant, de porter un regard positif sur cette pratique souvent présentée sous un angle négatif (difficultés, écueils, etc.). Les exemples concrets de franchissements des frontières disciplinaires, sont autant de témoignages de la diversité des trajectoires. Mais à travers cette diversité se dessinent des traits communs. L’interdisciplinarité s’est construite en même temps que l’identité scientifique de chacun s’est façonnée. Cette construction particulière n’est probablement pas sans lien avec une certaine proximité avec le « terrain », dans toutes ses composantes physiques ou sociales. Elle est aussi le propre d’une hybridation entre les parcours individuels et la diversité des expertises scientifiques et culturelles des collègues avec lesquels se nouent les collaborations. Ce retour d’expérience réflexif offre à l’analyse de la pratique interdisciplinaire quelques éléments d’objectivation, notamment sur la manière dont elle façonne les trajectoires individuelles et sur le rôle du décentrement et de la réflexivité dans ces trajectoires.

The concept of "facilitated restoration" aims at native biodiversity reinstatement with the help of animal seed dispersers attracted by fruiting trees. Yet, large-crowned trees will have to develop in the early stages of restoration; therefore, seed dispersal provided by small generalist mammals and birds that use rapidly growing herbs, shrubs, and small trees at early stages of forest succession would accelerate biodiversity restoration. Due to the elusive lifestyle of these small animals, it is unclear what species can contribute to the early stages of this process. Using the primate genus Microcebus (adult body mass about 60 g) as an example, we illustrate that these small generalists are possible seed dispersers in the early stages of forest restoration, not yet used by larger frugivores. We show that Microcebus spp. dispersed more seeds from herbs, shrubs, and small trees than large frugivorous primate species. These plants tend to have smaller seeds than large tree species and are often pioneer species not considered in forest restoration projects. Facilitating the colonization of restoration plots by generalist small seed dispersers that use shrubby habitats may improve plant diversity by adding a more natural sequence of successional stages towards mature forests in Madagascar and elsewhere in the tropics. [ABSTRACT FROM AUTHOR]

Progress toward the achievement of the Sustainable Development Goals (SDGs) is insufficient at a global scale. A thorough and interdisciplinary understanding of barriers and levers to sustainability, including synergies and trade-offs between SDGs, is utterly important but still limited. Ethnobiology is often advocated as a key discipline to address this research gap. We conducted a systematic literature review to explore (i) the visibility of ethnobiology within sustainability science, (ii) how ethnobiology understands the notion of sustainability, (iii) if ethnobiology literature on sustainability issues engages differently with nonacademic knowledge and people compared to other types of ethnobiology research, and (iv) which SDGs are addressed (explicitly or implicitly) by ethnobiology. Our study reveals a minimal overlap between sustainability science and ethnobiology literature. The articles reviewed never mention the SDGs explicitly, but often address them implicitly. Reviewed ethnobiological articles addressed themes of relevance to almost all SDGs, especially the linkages between SDGs 1–3 and 15, but always implicitly. Biodiversity's understanding (SDG 15) provides the basis for culture and Indigenous and local knowledge and ensures communities' food security (SDG 2), health and well-being (SDG 3), and prosperity (SDG 1). We found that ethnobiology does not examine sustainability through the lens of the global sustainability agenda, and that knowledge coproduction processes are rarely reported. While ethnobiology demonstrates its relevance to address SDGs and contribute to transformative change, this potential is not fully realized because of a persisting decoupling between place-based research and global sustainability frameworks. [ABSTRACT FROM AUTHOR]

In small‐scale societies, people learn to identify plant species during childhood. Plant recognition is an important baseline knowledge, immediately useful to avoid intoxication risk due to wrong identification. Plant recognition is the basis of other ethnobotanical knowledge essential for safeguarding biocultural diversity. However, despite many studies on folk classification, we still have a narrow understanding of the criteria locally used for species identification; the gap being even larger regarding children's plant identification criteria.Here, we study the criteria used by Betsileo children and adolescents to identify wild edible plant (WEP) species using a child‐adapted method including drawings and follow‐up interviews. We worked with 80 teenagers (from 12 to 17 years old; 51 girls, and 29 boys).Our results suggest that teenagers use a large spectrum of visual criteria to identify plants and that these criteria match with botanical and ecological knowledge documented in the literature and herbarium vouchers. We found that 35% of the identification criteria used were non‐morphological (e.g. phenology, biotic interactions), suggesting deep ecological knowledge.On average, teenagers use more than nine distinct criteria per plant, which allows them to identify most plant species with a very high level of precision. The precision level of plant representation increases with age for boys, but remains constant for girls, suggesting different dynamics in plant identification knowledge acquisition.We also found that boys and girls use different identification criteria: girls focus on morphological criteria while boys also incorporate ecological criteria, such as landscape features and biotic interactions, in their spectrum of identification keys.Our results highlight the complexity of teenagers' plant knowledge and the importance of the ecological context and gender in plant identification's knowledge acquisition.This knowledge acquired very early in childhood, constitutes the foundation of future interactions with nature and should be at the heart of environmental humanities studies and knowledge co‐production projects to tackle socio‐ecological concerns. Hence, we urge further research to explore innovative methods that complement traditional ethnoecological tools and capture complex sensory aspects of folk children's taxonomy to better understand human‐plant interactions and knowledge. Read the free Plain Language Summary for this article on the Journal blog. Read the free Plain Language Summary for this article on the Journal blog. [ABSTRACT FROM AUTHOR]

Copyright of Plants, People, Planet is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of African Journal of Ecology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)