Co-creating a local curriculum on environmental education and indigenous knowledge systems: a case study of place-based education in Chiang Mai’s schools
Author: Jinnawat Lertpradit, jlertpradit@outlook.com
Department: School of Geography
University: University of Leeds, United Kingdom
Supervisor: Dr Laura Loyola-Hernández
Year of completion: In progress
Language of dissertation: English
Keywords:
Place-Based Education
, Environmental Education
, Indigenous Knowledge System
Areas of Research:
Education
, Environment and Society
Abstract
This research explores the integration of Environmental Education (EE) and Indigenous Knowledge Systems (IKS) into a place-based education (PBE) curriculum within Chiang Mai's secondary schools. Using a participatory action research approach, the study collaborates with teachers, students, parents, and community members from two selected schools (Schools B and C) to co-create a curriculum that promotes environmental awareness while respecting indigenous knowledge and practices.
The research investigates the extent to which PBE is currently practiced in Chiang Mai’s schools, the challenges involved in its implementation, and how educational policies at national, regional, and local levels influence or hinder this approach. It also examines the impact of power relations on access to and participation in PBE and IKS, with a particular focus on equity and inclusivity within the educational context. Data collection methods include observations, workshops, document analysis, and participatory activities, analysed through a thematic approach.
This study aims to contribute to the development of an inclusive, culturally responsive, and environmentally aware educational curriculum, offering valuable insights for educators, policymakers, and communities engaged in curriculum design.
