About
Overview
Climate change awareness among children in Malaysia is low as the centralised education system does not sufficiently communicate its urgency and impacts. At the same time, its Western-centric approach to environmental education marginalises traditional ecological knowledge which is rooted in centuries of harmonious interaction between indigenous communities and their ecosystems.
Voices of the Rainforest is an interdisciplinary research project which tackles this dual challenge by developing a new educational framework that raises climate awareness and integrates traditional knowledge. Bridging anthropology and education, the project's participatory approach uses ethnographic and arts-based methods to co-create a curriculum framework with partner schools and indigenous communities in Malaysia.
This is a collaborative research project with the National University of Malaysia (UKM). It is funded by the British Academy ODA International Interdisciplinary Research Projects 2024 (Knowledge Frontiers).
Research aims
The research aims to co-create a traditional ecological knowledge-based climate change curriculum framework for primary schools with indigenous communities in the Johor, Kelantan, Pahang, and Perak states.
The project addresses knowledge gaps in climate change education by exploring traditional ecological knowledge within indigenous communities and how it can enrich school curricula. Traditional ecological knowledge – a term used to describe indigenous knowledge systems, uniquely contextualised within specific communities – holds great potential in climate change initiatives. Yet, there is a disconnect between this knowledge and the curricula delivered to indigenous children. Integrating traditional ecological knowledge into climate education will foster more relevant, holistic and culturally appropriate learning in schools with indigenous communities.
A key aim of the research is to amplify the voices of indigenous communities in climate change adaptation efforts. These communities are often on the frontlines of climate change impacts. They have adapted by using traditional and local knowledge to predict environmental changes. By collaborating with communities to co-create a climate change curriculum framework, the research promotes a more inclusive and culturally sensitive approach to climate resilience and environmental sustainability.
Methodology
Voices of the Rainforest takes a participatory action research approach that sits within a framework of participatory curriculum development. Data collection combines ethnographic and indigenous methodologies, involving observation and interviews as well as creative and art-based methods.
The project engages a diverse range of stakeholders in curriculum development, including children, parents, teachers, researchers, and curriculum designers.
This methodology seeks to address climate change issues in a collaborative, reflective, and socially responsible way. The voices of indigenous people in Malaysia are often silenced by complex, hierarchical power structures. With a strong community focus, the project ensures that the research process is respectful, empowering, and beneficial to the communities involved.
Impact
The co-created climate change curriculum represents a significant and tangible impact of the research. By producing an educational framework enriched with traditional ecological knowledge, the project enhances awareness of climate change impacts in Malaysian society and fosters a more holistic, locally rooted understanding of environmental stewardship among children.
This enriched curriculum will both bridge the gap between current education and indigenous knowledge and promote respect for natural ecosystems and cultural diversity. The professional development of teachers and the engagement of indigenous communities has the power to create a more inclusive educational landscape.
The curriculum framework is also designed to serve as a model for neighbouring countries like Indonesia, Thailand, and the Philippines, addressing the growing international recognition of the need to integrate traditional ecological knowledge in climate change education.