Research aims
The principal aim of the research is to co-create a traditional, ecological, knowledge-based climate change curriculum framework for primary schools with indigenous communities, children, and school partners in the Perak, Pahang, and Kelantan states of Malaysia.
This project aims to address knowledge gaps in existing climate change education by exploring and evidencing the richness of traditional ecological knowledge within indigenous communities and investigating how it can be utilised to enrich school curricula related to climate change. Traditional ecological knowledge – a term used to describe indigenous knowledge systems, uniquely contextualised within specific indigenous communities, and varying from region to region – has the potential to play a central role in climate change initiatives, both within indigenous and non-indigenous communities (Vinyeta & Lynn, 2013).
For instance, the Semelai people in Pahang state, Malaysia, apply traditional ecological knowledge to determine the fertility of the forested land, considering trees whose trunks cannot be encircled by an arm span as fertile enough for planting (Man & Halim, 2022). However, a misalignment exists between this traditional ecological knowledge and the school curricula delivered to indigenous children (Krakouer, 2016). Often, the curricula and syllabi, which are heavily influenced by Western models and mandated by centralised government systems like that of Malaysia, render the education provided less relevant to these children (Mahmud, 2022).
An important element of the research is the amplification of the voices of indigenous communities in climate change adaptation efforts, to inform policy and foster a more inclusive and culturally sensitive approach towards climate resilience and environmental sustainability. Indigenous communities often find themselves on the frontline of climate change impacts (Rudiak-Gould, 2014). In the three sites of this research, the communities reside in rainforest areas of Peninsular Malaysia, a region experiencing the multi-dimensional repercussions of climate change (Man & Halim, 2022). For instance, farmers are facing increased irrigation costs due to rising temperatures; fishermen are experiencing reduced operation days and heightened risks due to extreme weather conditions; while hunters are being affected by conditions like bush fires, thus impacting their hunting prospects (Shaffril et al., 2020).
The indigenous communities have found ways to adapt to the impacts of climate change, notably by using their traditional and local knowledge to predict changes in the climate (Shaffril et al., 2020), thus providing valuable lessons for both indigenous and non-indigenous communities alike. Existing research emphasises that indigenous communities are empowered in terms of resilience and self-sufficiency when they utilise traditional and local knowledge in climate change adaptation (Petzold et al., 2020). Hence, to address this, the research emphasises the importance of improving policies and approaches, to better respond to these challenges and promote the economic development and welfare of the country (and with potential application of findings in other countries facing these serious threats/challenges).
The project aims to showcase significant advancements within an interdisciplinary field that bridges anthropology and education, challenging the conventional research approaches traditionally practised within the academic context of Malaysia. Hence, the research is grounded in a strong community focus, ensuring that the process is respectful, empowering, and beneficial for the communities involved (Kemmis et al., 2014). This approach represents a departure from more extractive research practices. Yet, it is unlikely to receive funding from university and national-level grants in Malaysia; thus, this British Academy grant would be a vital resource for undertaking such significant community-based work.
A multimodal approach to data collection, including ethnographic and creative methods, allows for a responsive and flexible research process, capable of adapting to and capturing the complexities and nuances of community knowledge and experiences. The project plans to engage with communities holistically through interdisciplinary, indigenous, and participatory curriculum development approaches (see Mat Noor et al., 2023), considering not only adults, but also incorporating perspectives from children through art-based and creative methodologies, ensuring the consideration of a wide spectrum of insights and experiences
The research seeks to offer both a significant contribution to the existing body of knowledge and innovative, practice-based solutions that could influence climate change mitigation strategies. The curriculum, enriched with traditional ecological knowledge and interdisciplinary approaches, could play a pivotal role in climate change mitigation by cultivating awareness, promoting sustainable indigenous practices, and nurturing a sense of environmental stewardship among children (Vinyeta & Lynn, 2013). Through education, students are empowered to apply their knowledge in real-world scenarios, advocate for sustainable policies, and contribute to community projects, thereby becoming active participants in efforts toward climate change mitigation.
Despite the fact that a substantial body of research emphasises the power of utilising traditional ecological knowledge for curriculum development, there is a lack of empirical evidence regarding its practical implementation (Kim et al., 2017). The employment of participatory, indigenous, ethnographic, and creative methodologies in curriculum development as part of this project introduces a novel aspect. The research integrates various humanities and social science disciplines, notably education, curriculum design, anthropology, sociology, environmental science, the environmental humanities, cultural studies and the visual arts.
As mentioned earlier, this project seeks to amplify the voices of indigenous communities in the Malaysian context regarding climate change, ensuring their perspectives are heard by a variety of stakeholders, including researchers, policymakers, educators, and environmentalists. Very few initiatives have been undertaken in the selected communities/sites of this research; therefore, this project is timely. Preliminary discussions and engagements with teachers, schools, and even at more senior policy levels indicate a positive inclination towards the incorporation of the traditional, ecological, knowledge-based climate change curriculum framework, recognising its relevance and urgency in the current climate (see National Policy on Climate Change, 2010).
In addition, in the UNDP Climate Promise, Malaysia has increased its mitigation ambition with an unconditional target to cut carbon intensity against GDP by 45% by 2030, compared to 2005 levels. Consequently, the research is timely and supports an educational initiative like this. While the education system in Malaysia is centralised with structured syllabi and curricula, teachers have some degree of control to contextualise the curriculum based on the needs and capabilities of the children. Therefore, this research is also a pathway to providing professional development to the teachers in contextualised curriculum design.