Indigenous Knowledge in Northern Local Weaving: Pattern of Learning and Transferring of Local Wisdom Teachers

Abstract

     This research investigated indigenous knowledge in northern local weaving within the contexts of social, cultural, and environmental dimensions. Three main objectives were: 1) to analyze at community level, the weaving group of local wisdom teacher in rural communities in Thailand's upper north; 2) to analyze the factors and conditions contributing to learning and transferring of local wisdom teachers at family level; and 3) to synthesize a pattern of learning and transferring of local wisdom teachers. Qualitative research design was employed for this study, with the multi-case study. The sample consisted of 4 communities from 8 provinces in the upper north namely Chiangmai, Lumpun, Phrae, and Nan. The subjects were selected from weaving women groups and local wisdom teachers at community level and at the family level, respectively. The methodology included 3 steps: 1) at community level, data were collected by participatory rural appraisal (PRA), survey and oral history, using multidisciplinary team; 2) at family level, in-depth interview and observation were used; and 3) at combined levels, data were triangulated. From the contextual analysis, it was found that: 1) in the past, local weaving acted partly as the process of socialization for woman to prepare for a status change by marriage. At present, status change is obtained by occupational leadership in weaving; 2) formerly, the pattern of rural life was dominated by women weaving at home and working in the farm. Now, the pattern has changed to some extent with men taking more part in weaving at home; and 3) in extended families, the system of functional relationship is maintained more evidently than in nuclear families. The pattern of indigenous knowledge learning and transferring of local wisdom teachers could be identified in 4 stages. Beginning with a stage of childhood and adolescence, learning is the part of preparation for marriage and basic occupational skills. At stage of middle adulthood, knowledge transfer is extended to the next generations in schools. Perceived social status and role were the mutual factors contributing to the degree of learning and transferring of indigenous knowledge in local weaving. Based on the finding, the researcher proposed a model of participatory action research for local-based curriculum development through formal education system.