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Accepted Paper:

Engaging Indigenous Knowledge on Sustainability in Formal Education in Marapu Community, Sumba, Indonesia  
Fadilla Mutiarawati (Sokola Institute Indonesia - University of Oulu)

Paper Short Abstract:

This study integrates Indigenous knowledge on sustainability into Indonesia’s education system. Using participatory action research with the Marapu community in West Sumba, Indonesia. It aims to build knowledge about how to incorporate Indigenous Knowledge into Indonesia’s state primary schools.

Paper Abstract:

This participatory action research aims to build knowledge about how to incorporate Indigenous Knowledge into Indonesia’s state primary schools. According to the Indigenous Peoples Alliance of the Archipelago (AMAN), about 57 million hectares out of the 111.5 million hectares of Indonesian national forest are inhabited by Indigenous Peoples (Andriarsi, 2020). This number may be even higher, as many areas have not been mapped yet. This means more than 50% of Indonesian national forests are inhabited and protected by Indigenous communities.

This research focuses on collaboration and co-creation between researchers and teachers to develop a learning module that centers Indigenous knowledge in the primary school curriculum. It aims to understand how teachers can cultivate and integrate Indigenous knowledge into the school curriculum in partnership with the community. Participants include 12 primary school teachers from two schools in Laboya Dete, West Sumba, Indonesia. Nine teachers are members of the local community, and three teachers are from outside the community.

The anticipated outcome is a conceptual framework for embedding indigenous knowledge into education, fostering mutual benefits for the community and national development. This research aims to contribute to sustainability and equitable development aligned with Indonesia’s diverse biocultural heritage.

Panel P48
Ethnography, decoloniality and critical reflections on anthropological praxis in contemporary times
  Session 2