Wildlife Conservation/Kids Resource Centre

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13/08/2026

Today is World Elephant Day.

Remember the post from a few weeks ago, when we shared how a big event has us tapped into big feelings, and many arising thoughts, but we didn’t have the words to share about the situation???

Well, we certainly weren’t reserving it for today’s story, though it is of perfect timing for us to do so - on World Elephant Day.

———-

A few weeks ago, Ambrose sent Namenjeera out to look for a baby goat that had gone missing.

During those weeks, many families were losing young livestock to the temptation of sudden rise in food availability.

The short rains were enough to flourish vegetation and the animals grazed as though knowing their scarcity. They obviously have been surviving in the less than thriving conditions the dry season presents.

It’s not out of negligence that Namenjeera was sent out to look for the missing kid. It’s because, this was the third one in a span of a couple of weeks - a very rare occasion for an alert, attentive and seasoned elder; but natural.

It was also not out of disappointment and anger that Namenjeera was sent out - it was principle and obligation - its instilling responsibility, care and respect.

As Namenjeera meandered across the savanna, following the same tracks of the day before, he paid attention to every sound, sight and movement within his environment.

Suddenly, he encountered a baby elephant.

Namanjura’s first instinct was to hide.

A baby elephant alone is unusual, and his knowledge of elephants told him that a mother, or the matriarch and herd, could very well be close.

Getting between them would be extraordinarily dangerous.

So he waited.

And waited.

There was no mother.
No herd.
No movement suggesting other elephants nearby.

Eventually Namanjura approached cautiously.

And the little elephant stood still. In that moment neither knew what to do, but both were awakened by a survival mechanism that only these kinds of opportunities trigger - a massive trust in one another, a kind of peace and surrender - a plea for help, and deference.

Namenjeera continued looking for the elephants mother as he approached calmly with assurance.

To bear witness to this experience would be seeing history come to life - hearing his recollection of this encounter was like observing his ancestors guide him in real time.

Together, closely, they walked. Namenjeera still in a state of shock, called Ambrose for help.

Even though they were walking together, Namenjeera knew danger was ahead, and guiding a baby elephant in the opposite direction is much harder in the wild!

the land ahead is deeply eroded, dried river channels and places where such a small elephant could easily become trapped or injured.

When Ambrose received the first call, he assumed it was about the missing goat. Perhaps Namanjura had found the kid injured or killed. He drove toward the river where he thought Namanjura would be.

Upon reaching the river Ambrose called Namenjeera and realized Namenjeera had taken a different route the day before.

They shared locations and eventually caught up with each other.

While in route, Ambrose called Loisaba Conservancy and KWS (Kenya Wildlife Services), and they dispatched help immediately.

When Ambrose reached the area he thought Namenjeera was at, he was met by several mamas urgently speaking. In this chaotic conversation - Ambrose thought Namenjeera was being chased by an elephant.

He ran in the direction they pointed him towards, mean while word travelled through out the community and children, women, men, elders - everyone started making their way to the scene.

What the women had actually been trying to tell him was:

Your guy is chasing an elephant.

And when Ambrose finally reached Namenjeera, he discovered the dangerous situation he and the elephant were in. But Namenjeera was governed by a force greater than he and his higher powers and the elephant in this moment were ONE. He was doing everything in his physical power to keep the baby elephant safe in the terrible position he got both of them in.

He wasn’t afraid.

He didn’t see this animal as the one that presents conflict.

He was doing what he as a Samburu person Is called to do. He was protecting him.

By this time, Ambrose had one glance at the situation - not even making it close enough to then and decided to run back to the Warthog for a rope.

By now so many of the community members had arrived. They tied the rope around the elephant, with some pushing him and lifting him out of the eroded ditch.

Just in time, help arrived.

The elephant was exhausted. His physical health indicated he had to have been in distress for a few days to weeks at least. His bones were visible and he appeared lethargic.

He was loaded into the truck and transported to Loisaba Conservancy where he’d spend the night.

The next day he was airlifted to Reteti Elephant Sanctuary, where he is now being cared for and recovering.

But something else happened that day.

An elephant arrived in the middle of a conversation we desperately need to be having.

Because there was a moment when this story could have become another story about human-wildlife conflict.

Instead, it reminded us to ask whether conflict is always the right word.

The Samburu are known as the people of the elephant.

Generations of knowledge have developed through living alongside elephants—not observing them from somewhere outside their habitat, but sharing landscapes, water, seasons, movement and risk with them.

That relationship has never meant elephants are harmless.

Knowledge does not remove danger.
Relationship does not eliminate risk.

But neither does danger automatically mean conflict.

And that distinction matters.

As landscapes change, land becomes fragmented, movement becomes restricted and people and wildlife are increasingly described as competing for the same resources, we have to be extraordinarily careful about the language we use.

Because eventually language becomes policy.

Conflict. Encroachment. Intrusion. Problem animal. At-risk community.

These words can quietly turn a relationship that has existed for generations into a problem requiring someone else to manage it.

And too often, Indigenous communities become separated from the very wildlife with whom their histories, knowledge and identities were formed.

That day, this little elephant reminded us of something important:

We must not allow conservation to teach people to fear a relationship their ancestors taught them how to hold.

We must not confuse coexistence with the absence of difficulty.

Coexistence is the knowledge, restraint, adaptation and responsibility required to remain in relationship through difficulty.

Reteti is doing something extraordinarily important for this elephant right now. He needs specialized care, protection and rehabilitation.

But rescue should not mean severance.

We remain in communication with Reteti because our hope is that when this elephant is ready, his story circles back toward the landscape from which he came.

In having these conversations the night of this event, we realized Namenjeera had to be the one to accompany the elephant.

He want the hero.

He was the people who share their lives with wildlife and they are tied at womb.

With space for discussion, Ambrose moved from “wildlife biologist” to being our voice for the importance of having Namenjeera involved - in as many ways as we could advocate.

The following day, Namenjeera flew the baby elephant to Reteti. It was both their first time in air!

Our advocacy for involvement has since continued; as we establish the rights a community retains to what exists on their land.

If we create separation in situations like this, we miss the opportunity for care to be realized - and they become missed lessons.

As knowledgeable participants in the care, stewardship and future of the animals with whom they share their homeland.

Conservancies have an important role in Kenya’s conservation future.

So do sanctuaries.
So do scientists.
So do governments.

But communities were here before any of those institutions existed.

If we believe conservancies can learn to accommodate elephants, alter practices for elephants, protect corridors for elephants and organize themselves around living with elephants, then we must also believe communities are capable of doing so.

Our community are NOt simply the people living outside the boundary of a protected space, who are pastoralists.

Perhaps one of the most important things we can do for elephants is not only protect elephants.

Perhaps it is to protect the relationships that have allowed people and elephants to live beside one another for generations.

A baby goat went missing.

A baby elephant was found.

And somewhere between the two, we were reminded of the work before us.

On World Elephant Day, may we protect not only the elephant, but the human knowledge, memory and relationships that make coexistence possible, so that we our children can continue to celebrate Wold Elephant Day.

Happy Birthday Ambrose!Today we celebrate you for the human you are.We are so grateful to be on this journey with you - ...
12/08/2026

Happy Birthday Ambrose!

Today we celebrate you for the human you are.

We are so grateful to be on this journey with you - selfless and committed to the wellbeing of all living things.

You pave the way for our children to understand that no success of self is without contributing to others’.

In every way you think about who is in need and who needs leveraging.

Your achievements are better known for the work you do with wildlife - but we know that without your compassion for the people in our community, there’s wouldn’t be wildlife.

Giza is the perfect example of this story.

Of all the photos, we choose to share this one today.

Because it serves as a reminder for a conversation that nearly left you besides yourself. Yes, true to your nature and teachings, you remained with it, and emphasized your point…

Whether that point was heard or ever regarded, you left bearing no weight on your shoulders - even though you had all the reason to do so.

It’s this that we value most. You remain humble, determined and continue in pursuit of what is right. Thank you.

Happy Birthday Ambrose.

12/08/2026

Wildlife Weekly Recap:

This week, we welcomed Vincent, a visitor from Germany, to Wildlife Kids.

We took him birdwatching with us—but this time, our children were not simply learners walking alongside a visitor. They were his teachers.

They showed Vincent how we identify birds through their appearance, behavior and habitat.

They introduced him to plants and explained the many roles plants play here: some are used medicinally, some provide nesting materials and nesting sites for birds, some provide shade for people and animals, and even the smallest plants covering the ground can help hold soil in place and reduce erosion during both the rainy and dry seasons.

These opportunities that allow for the Wildlife Kids to teach is a real indication of the knowledge they have attained; but also a massive contributor to character building.

They are confident, humble, and retain humility - which adds to the experiences of the guests.

Along the way we encountered some of the birds that have become familiar neighbors to the children:

• White-bellied Go-away-bird
• Superb Starling
• Ring-necked Dove
• Common Bulbul

The Superb Starling, with its unmistakable colors, gave us an opportunity to introduce Vincent to one of the species commonly seen throughout this part of Kenya.

What can s**t teach us?

Last week, we returned to the center carrying another kind of wildlife record: dung from elephants, hyenas, impalas and dik-diks.

This week we used those samples for a practical activity, preparing and mounting them so the children could observe and compare them more closely.

S**t can tell us an extraordinary amount about an animal without the animal ever being present.

Which animal passed through here?

What might it have eaten?

Was it a herbivore, carnivore or omnivore?

What other clues can we find within it?

And what does its presence tell us about the animals using this landscape?

Learning to distinguish s**t is another way of learning to read the land. An animal does not have to be standing in front of us for us to know that it was here.

It would be a great gift to receive microscopes for our classroom as they would be a fantastic tool to discover things our naked eyes can’t see.

There’s so much we can do with s**t - as we dream about one day having our own field lab, we becomes excited about the possibilities.

TBC - tomorrow

Some of the oldest conservation knowledge in the world was never written in a textbook.It was carried in language.In sto...
10/08/2026

Some of the oldest conservation knowledge in the world was never written in a textbook.

It was carried in language.

In stories.

In songs.

In footsteps across the land.

In knowing where water remains when the rivers run dry.

In understanding the movement of wildlife, the seasons of plants, the behavior of livestock, and the delicate negotiations required for people and wild animals to share the same landscape.

Long before conservation became a profession, Indigenous peoples were already living its complexity.

Today, on the International Day of the World’s Indigenous Peoples, we honor the communities whose knowledge, culture, livelihoods, and lives remain inseparable from the landscapes we now work so hard to conserve.

At the Wildlife Conservation Resource Center, this matters deeply to us.

We believe Indigenous communities are not beneficiaries of conservation.

They are not simply stakeholders to be consulted after priorities have already been decided.

They are knowledge holders, decision-makers, teachers, scientists, storytellers, land stewards—and authors of what conservation can become.

Across Laikipia and northern Kenya, generations of Indigenous knowledge live in the people who know these landscapes intimately: the herders who read the condition of grasslands, the elders who remember wildlife corridors before fences and boundaries, the trackers who notice what others walk past, and the children learning the names, behaviors, relationships, and stories of the species with whom they share their home.

This is why our work begins with relationship.

Not with teaching people how to care for their land, but with recognizing the knowledge already here.

Not with separating people from wildlife in the name of protecting nature, but with asking what has allowed people, livestock, plants, predators, elephants, birds, rivers, and grasslands to remain in relationship for generations—and what is making those relationships harder to sustain today.

And perhaps most importantly, we are asking how that knowledge passes forward.

Because Indigenous knowledge must not become something we celebrate only after it disappears.

It must remain living knowledge.

Knowledge spoken by elders.

Practiced by families.

Questioned and expanded by young people.

And carried forward by children who know that their home is worthy of study, their culture is a source of knowledge, and they have a rightful place in shaping the future of conservation.

Today we honor the generations who carried this knowledge to us.

And we honor the children who will carry it beyond us.

May conservation continue learning to listen.

May communities retain authorship over the landscapes to which they belong.

And may the knowledge that has sustained these relationships for generations never have to leave home in order to be recognized as valuable.

International Day of the World’s Indigenous Peoples

Wildlife Conservation Resource Center
Laikipia, Kenya

Wildlife Kids Recap: Cont’dLater in the walk, we encountered several dik-diks, one of Africa’s smallest antelope species...
07/08/2026

Wildlife Kids Recap: Cont’d

Later in the walk, we encountered several dik-diks, one of Africa’s smallest antelope species.

The children observed that dik-diks almost always move in pairs because they form long-term monogamous bonds. Together they defend small territories and are most active during the cool hours of early morning and late afternoon.

This observation led to another discussion about food webs and ecological relationships.

Although small, dik-diks play an important role by browsing on shrubs and other vegetation, helping shape plant communities.

They also provide food for many predators, including leopards, cheetahs, hyenas, African wild dogs, and even large birds of prey such as the Martial Eagle.

Through this discussion, the children continued strengthening their understanding that every species, regardless of size, contributes to maintaining a healthy ecosystem.

After returning to the Wildlife Conservation Resource Centre, the children were noticeably tired.

Pastoralist children expend a lot of energy caring for their livestock and maintaining their daily living chores.

On the days they are with us, we are mindful of their wellbeing and aim to nurture them by ensuring a warm, satiating meal.

Wildlife Kids: Recap Con’tAcross the river, the children noticed a lone male impala. This observation became an opportun...
06/08/2026

Wildlife Kids: Recap Con’t

Across the river, the children noticed a lone male impala. This observation became an opportunity to discuss the fascinating social lives of impalas.

We learned that impalas typically live in three different social groups:

• Breeding herds, made up of females, young animals, and one dominant breeding male.

• Bachelor herds, consisting entirely of males that have not yet secured a breeding territory.

• Solitary males, usually older or weaker males that have lost their territories and now live alone.

The children learned how bachelor males challenge dominant males by first calling loudly to one another before walking side by side to display their strength.

If neither backs down, they lock horns and wrestle to determine which male will control the territory.

We also discussed how dominant males rarely hold their territories for long, as younger challengers continually compete for breeding opportunities.

Our discussion continued with several remarkable adaptations that help impalas survive in the wild.

The children learned that the distinctive black markings beneath an impala’s tail act like visual signals, helping members of the herd follow one another when fleeing from predators.

They also discovered that impalas have scent glands located between their hooves.

As they run, these glands leave scent trails on the ground that help separated individuals relocate their herd, allow dominant males to mark territories, and communicate important information to other impalas.

These tidbits of information land very differently for children who are interested in learning about wildlife vs. pastoralist children.

The comparison is not favoring one over the other, but marks an important distinction on its educational relevance and importance - validating our strong interest in designing a place based learning center that is specific to children of this community.

More tomorrow…

Wildlife Kids Weekly RecapThis week, the Wildlife Kids visited Koija Community Camp, a community-owned camp located alon...
04/08/2026

Wildlife Kids Weekly Recap

This week, the Wildlife Kids visited Koija Community Camp, a community-owned camp located along the banks of the Ewaso Nyiro River - John has been instrumental in helping build our relationships with other members of our community - living out one of WCRC’s key pillars of the Kinship Framework.

The camp was originally established by Loisaba Conservancy and is now managed by the local Maasai community, creating opportunities for conservation, tourism, and livelihoods within the community itself.

Before leaving the Wildlife Conservation Resource Centre, we gathered the children together to explain the day’s plan. It was also an opportunity to discuss why our youngest Wildlife Kids would remain behind this week. As our walks become longer and more demanding, we are gradually introducing different experiences that match each child’s age and ability.

On our walk to Koija, we were rewarded almost immediately with wonderful wildlife sightings.

We encountered a herd of reticulated giraffes followed shortly by a herd of African elephants, reminding the children that every journey into this habitat is an opportunity to observe wildlife right before our eyes and this is a reminder of the close proximity we live in amongst one another; therefore we should always be asking:

“What is our responsibility to this shared ecosystem?”

The Koija team warmly welcomed us, introducing themselves and explaining the history of the camp and its relationship with the surrounding landscape.

The children were excited to begin exploring the river habitat, notebooks in hand, ready to continue building their bird monitoring skills.

During the walk, the children carefully observed and recorded each bird they encountered.

One exciting highlight was spotting an African Paradise Flycatcher, only our second sighting of this beautiful species.

The first was during our visit to Ewaso Camp, making this a particularly memorable observation; allowing us to make comparisons with the two habitats to make associations for their presences at both.

We also identified a Parrot-billed Sparrow, a new species for our Wildlife Kids bird list.

Using the Merlin Bird ID app, the children are becoming increasingly confident at identifying unfamiliar birds and adding new species to our growing records.

Another special moment came when we spotted a Three-banded Plover along the riverbank. This is an uncommon bird for us to encounter, making it a real highlight of the day.

We also recorded several Red-billed Oxpeckers, which have become familiar companions throughout many of our wildlife walks.

Across the river, the children noticed a lone male impala. This observation became an opportunity to discuss the fascinating social lives of impalas.

More on this tomorrow!

WILDLIFE WALK RECAPUnderstanding Connection“When one thread is pulled, the whole tapestry responds.”This week’s Wildlife...
30/07/2026

WILDLIFE WALK RECAP

Understanding Connection

“When one thread is pulled, the whole tapestry responds.”

This week’s Wildlife Walk welcomed a special visitor, a friend, Kaden Hong from Hong Kong, China.

Kaden joined the children as they explored the landscape together. Sharing nature with someone experiencing this environment for the first time created an opportunity for the children to recognize their knowledge as them being the “experts” of their landscape - and their interests in learning about their ecosystem becomes a shared and meaningful experience with people from all around the world.

As they walked, the children introduced different ways of identifying birds. They explained how experienced observers look beyond color alone, using a bird’s beak, plumage, behavior, and even its calls to distinguish one species from another.

These are the same observation skills they continue to strengthen each week in the field.

The walk continued into the surrounding vegetation, where the children identified many of the native plants and discussed the remarkable adaptations that allow them to survive in Laikipia’s challenging environment.

They observed plants with deep root systems that reach underground water during long dry periods, strong protective bark and thorns that help defend them from grazing animals, and small leaves that reduce water loss under the intense African sun.

One of the day’s most memorable lessons came from Kaden, who offered a simple but powerful demonstration of a keystone species.

Using several stones stacked on top of one another, he carefully removed the bottom stone. Instantly, the entire stack collapsed.

Without saying very much, the children could immediately see the importance of the foundation - relating it to the importances of keystone species.

In healthy ecosystems, keystone species serve a similar role. Although they may represent only one part of an ecosystem, their influence reaches far beyond themselves. Remove them, and the balance of countless other relationships begins to unravel.

Back in the classroom, the children reflected on everything they had observed during the walk. They shared bird sightings, discussed plant adaptations, and began connecting these observations to a new ecological concept: food chains and food webs.

A food chain illustrates how energy moves through living systems.

The children explored a simple example:

• Grass produces energy from sunlight.

• Grasshoppers feed on the grass.

• Frogs feed on the grasshoppers.

• Snakes feed on the frogs.

• Hawks prey upon the snakes.

• When each organism eventually dies, bacteria and fungi decompose their remains, returning nutrients to the soil where new plants can grow.

Rather than ending with predators, the children discovered that every food chain returns to the beginning through decomposition.

Nothing in nature is wasted. Everything in all states of beingness, belongs.

The discussion then expanded to food webs, where multiple feeding relationships exist simultaneously.

Grasses and other green plants support grasshoppers, caterpillars, and small rodents. Frogs consume insects. Small birds feed on insects as well. Snakes prey upon rodents and frogs, while larger birds—including hawks, eagles, and the Kori Bustard—occupy higher positions within the web.

Instead of seeing nature as a straight line, the children began recognizing it as an interconnected network where every organism influences many others.

John then posed a thoughtful question.

If kale (sukuma wiki) grows by capturing energy from the sun, and a boy named John eats the kale, who is the producer? Who is the consumer?

The answer seemed simple.

The kale is the producer.

John is the consumer.

But the discussion did not stop there.

Where do people belong within nature’s web?

Are humans a keystone species?

The children reflected on the responsibility that comes with our unique ability to make choices.

Lions naturally regulate populations of browsers and grazers such as impala and eland.

Without predators, herbivore populations can increase beyond what the landscape can sustain.

Overgrazing reduces vegetation, leaving less food and shelter for smaller animals, insects, and birds.

One imbalance can ripple through an entire ecosystem.

Unlike lions, however, people possess something different.

We can choose.

We can destroy relationships within ecosystems, or we can restore them.

Perhaps conservation is not about placing ourselves outside of nature, but asking whether our choices help maintain the relationships that sustain life.

If our actions strengthen those relationships, perhaps we begin to fulfill the role of a keystone species ourselves???

The day concluded with an art session, where the children illustrated many of the animals they had encountered and discussed.

Drawing had become another way of observing, remembering, and expressing the relationships they had spent the day discovering.

Without ever having received instruction on “how to draw” the Wildlife Kids are superb artists by their own making!

Thank you Kaden for visiting us, and pulling the threads in the tapestry that show us how we too are connected - even thought worlds apart.

25/07/2026

Part 5: Story Telling

John shared two stories of his own.

The last tree and two rivers between neighboring villages

“In an old village people cut trees faster than they planted them.

At first they had plenty of food and fertile land.

Years later, the rain became scarce and the rivers dried up and the crop failed to grow.

One elder in the community pointed to the last remaining tree - and said we thought we are cutting trees but we were cutting our own future.”

What is the lesson you learned from this short story?

Moral of the story:

Once you destroy nature you eventually destroy humanity. The well being of humanity depends on the wellbeing of nature.

The story of two rivers:

The two rivers flowed through neighboring lands.

One was protected; its banks were covered with forest and wildlife.

The other was polluted and neglected.

During a drought the protected river continued to provide clean water, clean vegetation and fertile soil for crop planting.

What is the lesson here?

Moral of the story:

What you care for today sustains us tomorrow.

The only river we have here nearby - John shared, depends on us. If we act to conserve this river, tomorrow it will sustain us.



Reflection

Throughout the day, the children were never simply learning about termites, zebras, warthogs, rivers, or stories.

They were learning to recognize relationships.

Relationships between predators and scavengers.

Between termites and aardvarks.

Between abandoned burrows and future homes.

Between grandparents and grandchildren.

Between today’s choices and tomorrow’s landscape.

Every relationship leaves a trace.

The more carefully we learn to notice those traces, the more clearly we begin to understand both nature—and ourselves.

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