Meet Denis, a Baganda youth leader from Uganda

Born and raised within one of the enclave villages of Queen Elizabeth National Park, ETA became interested in Denis through an IUCN-sponsored project in the park. As part of the Kazinga Channel Schools Project, Denis mobilized and trained several schools to appreciate the coexistence between enclave communities and the biodiversity in the National Park. Trained as a teacher, ETA initially recruited him as one of the community project scouts (Lion Queens and Kings) and later as the Field Project Officer taking over the Kasese Field Office.

He currently runs the Hoima Field office supporting the GLA and Working Landscapes (wildfires) programmes under ETA. Denis undertakes the mobilization of Collaborative Forest Management (CFM) Groups, which manage forest territories on behalf of indigenous peoples within the landscape, and the mobilization of youths in schools for sustainable forest utilization.

Denis will be part of the COP 16 Event: Youth it or lose it! Traditional knowledge transmission for the sustainable use and conservation of biodiversity this October, 24th in Cali, Colombia. Get to know her through this interview.

What motivated you to become a youth leader in your community?

• Increased environmental challenges
• Passion for making a positive impact
• A desire to learn and grow
• A sense of responsibility
• The need to set a model for other youth and the future generation

And what activities related to the protection and sustainable use of biodiversity do you carry out?

• Harnessing of Indigenous knowledge and practices to leverage their application in the current conservation practices
• Organizing community-to-community exchanges for knowledge sharing and learning
• Inclusion of women in forest conservation through participation in forest patrols
• Supporting communities to produce restoration materials
• Working with communities in the restoration of degraded forest areas
• Sensitizing of local communities on biodiversity conservation
• Mobilizing Indigenous communities adjacent to the forest to participate in forest protection
• Mobilizing and training the youth and other groups in and outside schools on sustainable practices
• Organizing Indigenous communities into self-help groups for sustainability purposes and practices
• Training and supporting of the Indigenous peoples and local communities (IPLCs) with Non-timber forest products (NFTP) alternative sources of income
• Training of women and the youth in marking local fuel-efficient stoves
• Training and supporting forest-adjacent communities in agroforestry

From the stories you have heard from the elders in your community, how do they explain the importance of protecting the forests and ecosystems in your territories?

• Spiritual connection and belief that forests are sacred spaces connected to ancient-ancestral spirits and Gods, therefore protecting these spaces is seen as a way to maintain spiritual balance

• Forests provide essential resources like food, medicine, and building materials. Elders often understand the importance of sustainable use and conservation to ensure these resources are available for future generations

• Many traditional cultures recognize the role of forests in regulating rainfall, preventing erosion, and mitigating climate change
• Forests are home to a diverse number of plants and animals, which are their totems; therefore, protecting them is paramount
• Forests were treated as sinks for bad omens, where cleansing usually occurred. After this, the forest would reconcile the Gods.

What are the main environmental challenges your community is facing?

• Deforestation: Clearing forests for agriculture, charcoal production, logging, or development that leads to erosion, habitat and biodiversity loss, and climate change
• Climate change: Rising temperatures, changing precipitation patterns, and more frequent extreme weather events that disrupt ecosystems and livelihoods
• Overexploitation of resources: Unsustainable resource extraction that depletes natural resources and threatens biodiversity
• Mineral resource extraction, especially within biodiversity-rich areas like the case of oil and gas within Murchison Falls National Park

And how do you think the traditional knowledge of the elders can help overcome them?

• Traditional knowledge is often rooted in cultural values like totems and clans that emphasize respect for nature and intergenerational responsibility
• Elders have knowledge of medicinal plants, edible wild foods, and ecological relationships that can support conservation efforts
• By incorporating traditional ecological knowledge into modern conservation and development efforts, communities can leverage traditional knowledge to address environmental challenges and build more resilient and sustainable futures
• The elders’ traditional approach is rooted in childhood (fireplace) stories which inculcates an attitude of respect for all creation, providing a buffer and indirectly protecting natural resources

Why do you think it is important to share your story about your relationship with biodiversity and the ancestral knowledge of the elders in your community at an event like COP16?

• For Recognition and acknowledgment of the value of Indigenous cultures and their contributions to biodiversity conservation
• To preserve and help safeguard traditional knowledge from erosion due to modernization and globalization
• To foster understanding and appreciation between different cultures may lead to collaborative research projects that combine traditional knowledge with modern scientific methods
• To address Global Challenges like climate change, leaning on Indigenous knowledge
• It can promote sustainable development practices that respect local cultures and ecosystems
• It can foster a sense of shared humanity and common values since some traditions cut across continents
• To foster Cultural Diplomacy and help build bridges between different nations and cultures.
• It can raise awareness about the importance of protecting biodiversity and Indigenous rights on a global scale
• To encourage exchange learning and provide an opportunity for diversifying knowledge application

Finally, if you could make a recommendation to an organization like Tropenbos International or similar. What would you suggest they do so that young people feel more rooted in their territories and committed to protecting and conserving biodiversity?

• Encourage the integration of local history, culture, and environmental issues into school curricula from the lowest levels.

• Organize cultural exchange programs to connect young people from different regions within a country or internationally.

• Support youth-led initiatives and organizations that promote environmental stewardship and community development.

• Provide training and mentorship opportunities for young people to develop conservation leadership skills and knowledge.

• Promote sustainable development practices among the youths that address the needs of local communities while protecting the environment.

• Cultural Preservation documents traditional practices and their applicability so as not to lose their routes

• Technology and Innovation: with the technology era, support the development and use of applications for instant data capture aligning with conservation

• Use technology to engage young people in environmental monitoring data collection to contribute to biodiversity conservation.