Mat Noor, M.S.A. orcid.org/0000-0003-4123-7357, Mohd Roslan, R., Mohd Said, H. et al. (1 more author) (2025) Incorporating Indigenous and Local Knowledge (ILK) into a Climate Change Curriculum in Brunei Darussalam. In: Filho, W.L., Sima, M., Salvia, A.L., Kovaleva, M. and Manolas, E., (eds.) University Initiatives on Climate Change Education and Research. University Initiatives on Climate Change Education and Research ISBN 9783031259609
Abstract
This chapter presents an in-depth exploration of a university initiative to integrate indigenous and local knowledge (ILK) into a climate change curriculum for primary schools in Brunei Darussalam. Highlighting the work of the STEMFunds Project (Universiti Brunei Darussalam), the chapter demonstrates a participatory, community-based approach to curriculum development with the indigenous communities of Temburong, Brunei. This approach ensures that the curriculum both adheres to national educational standards and is also deeply interwoven with the communities’ ILK. The research was executed across three Iban-majority schools serving underprivileged indigenous communities, with two primary phases in its implementation process. Phase 1 involved conducting extensive interviews (n = 14) and site visits (n = 6) with key stakeholders in the Iban communities. The objective was to identify, understand, and map the ILK embedded within these communities. In addition, the research sought to comprehend the communities’ views on climate change. Phase 2 focused on developing a climate change curriculum for primary schools, underpinned by a community-based approach and the integration of the communities’ ILK. The process involved the collaborative efforts of teachers, parents, and curriculum specialists through four study group sessions and an expert group meeting. The two research phases demonstrate how incorporating ILK can significantly enhance the climate change curriculum, making it more relevant and beneficial for indigenous children in the community. Overall, this chapter outlines the processes involved in developing a culturally relevant climate change curriculum, from identifying ILK to executing a participatory, community-based approach, which could have significant implications for researchers, teachers, children, and policymakers.
Metadata
Item Type: | Book Section |
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Copyright, Publisher and Additional Information: | © 2025 Springer Nature Switzerland AG. This version of the chapter has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use (https://www.springernature.com/gp/open-research/policies/accepted-manuscript-terms), but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: https://doi.org/10.1007/978-3-031-25960-9_99-1. |
Keywords: | Indigenous and local knowledge, Climate change curriculum, Primary school, Participatory research, Community-based approach, Curriculum development |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 17 Mar 2025 15:41 |
Last Modified: | 17 Mar 2025 15:41 |
Status: | Published |
Publisher: | University Initiatives on Climate Change Education and Research |
Identification Number: | 10.1007/978-3-031-25960-9_99-1 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:224507 |
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