Revitalizing Indigenous Knowledge Integrating Local Wisdom into Language and Literacy Curriculum
Keywords:
local wisdom, indigenous knowledge, literacy curriculum, culturally responsive pedagogy, multilingualism, IndonesiaAbstract
This study examines the integration of local wisdom into language and literacy curriculum as a strategy for preserving indigenous knowledge while enhancing students' cultural identity and critical literacy skills. Through ethnographic research conducted in rural Indonesian communities, the study investigates how culturally responsive pedagogy incorporating local oral traditions, indigenous languages, and community practices influences students' literacy development and cultural consciousness. Findings reveal that curriculum designs embedding local wisdom create meaningful learning contexts that increase student engagement, develop multilingual competencies, and foster appreciation for cultural heritage. The research identifies three primary pedagogical approaches: integrating indigenous narratives into reading materials, utilizing community knowledge holders as educational resources, and developing multiliteracies that honor diverse meaning-making systems. Results demonstrate that students exposed to local wisdom-infused curricula exhibit stronger reading comprehension, more sophisticated critical analysis abilities, and deeper connections to their cultural identities. This research contributes frameworks for developing culturally sustaining curriculum that positions indigenous knowledge as intellectual resource rather than cultural artifact, offering implications for language education in postcolonial contexts globally.
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Copyright (c) 2024 Dahnia Fauzyah Nur, Siti Hedana Binti Mahmoed , Abdul Muiz, Khaerati Khaerati (Author)
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