The interface between school and indigenous knowledge of local plants is rarely a focus of attention in classrooms. The transfer of indigenous knowledge from everyday life to schoolwork is not always valued or encouraged, and indigenous ways of knowing may not be recognized by teachers.
Past global efforts at dealing with the problem of global warming concentrated on mitigation, with the aim of reducing and possibly stabilizing greenhouse gas (GHG) concentrations in the atmosphere. With the slow progress in achieving this, adaptation was viewed as a viable option to reduce the vulnerability to the anticipated negative impacts of global warming.