Decolonising climate change curriculum through the use of traditional ecological knowledge
Dr Syafiq Mat Noor delivered a plenary on Decolonising the Climate Change Curriculum through the Use of Traditional Ecological Knowledge at the 5th PSALM (Passion for Scholarship and Love for Mission) International Conference for Teacher Education and Formation in Manila, Philippines, on 8th February 2025.
This conference, organised by the University of Santo Tomas, the University of the Philippines, Atma Jaya Catholic University of Indonesia, and Saint Louis University, was attended by more than 470 participants, including scholars, teachers, and practitioners from various municipalities across the Philippines—Luzon, Visayas, and Mindanao—as well as participants from neighbouring Asian countries.
In the plenary, Dr Syafiq Mat Noor illustrated the participatory curriculum development approach in creating a decolonisation-centric climate change curriculum, which resonated well with the theme of the conference, “Decolonising Teacher Education.”
He presented fresh insights into the traditional ecological knowledge of the Jahai indigenous communities in Malaysia, including their local knowledge of the Bushy-crested hornbill (Anorrhinus galeritus), a bird that serves as a warning signal—its loud calls indicate the presence of a nearby tiger. He also highlighted the use of honey wax harvested from a Tualang tree (Apis dorsata), which is used as a candle for weather forecasting: upward smoke signals warming weather, while downward smoke indicates persistent rain. In addition, he discussed the Jelai plant (Coix lacryma-jobi), whose seeds are used in handicrafts and traditionally worn to help cool body temperature, and the Pakma plant (Rafflesia kerii), whose young flower buds have been used as a contraceptive method and to restore women’s energy after childbirth.
Following the research ethos outlined in Decolonising Methodologies (Smith, 2021), he argued that research on the marginalisation of indigenous knowledge must respect indigenous epistemologies. For instance, the Voices of the Rainforest embraces an indigenous-centred research approach rooted in indigenous philosophy, values, and cultural practices. To achieve this, the project emphasises ethical research practices with indigenous communities, including respect, reciprocity, and meaningful engagement.
In the final part, Dr Syafiq Mat Noor highlighted challenges and opportunities in participatory curriculum development with indigenous communities. One key challenge is that much of the traditional ecological knowledge within indigenous communities has not been previously documented. Preliminary findings from the Voices of the Rainforest indicate that older generations within indigenous communities hold significantly more traditional ecological knowledge than younger generations, as modernisation and technology have diminished some aspects of intergenerational knowledge transmission. However, continued engagement with indigenous communities through the Voices of the Rainforest has shown that the participatory curriculum development approach is gaining interest among indigenous communities, as they are beginning to realise that their knowledge is valued and acknowledged.
Featured photos by UST Education Courier