Sustainable Socio-Cultural Teacher Education Framework for Indigenous People (IP) in Malaysia
This research involves a development of a sustainable socio-cultural teacher education framework for teachers, whether pre- or in-service. The framework is grounded in the dynamic interaction among indigenous population communities embodied in a project of achieving new insights into the links between socio-cultural intricacies and education. Located within sustainability in education, it is a way of re-imagining a novel socio-cultural teacher education framework to disrupt normal ways of teaching and understanding indigenous people. This exploration about developing a socio-cultural education framework reflects individual and collective beliefs on teachers in general and teacher-trainees in particular, leading to pressing questions on changing landscape of indigenous people’s education. Qualitative approach informs about the ways in which we view indigenous people’s education. Teacher trainees, directly involved with indigenous people, are interviewed individually, while round-table discussion will involve experts on indigenous people and relevant government officers. Documents regarding indigenous people and their links to education are also scrutinized.
The objectives of this research are:
This research on conceptualizing a socio-cultural teacher education framework for indigenous people proposes an alternative way of making connection between sustainability, education, and indigenous people.