Development of locally responsive curriculum on Mekong studies: Theorizing Mekong as method for curriculum inquiry and praxis

Abstract

The article aimed to develop locally responsive curriculum on Mekong studies based on research and development (R & D) methodology. The objectives aimed to (1) study local knowledge required for developing locally responsive curriculum on Mekong studies and the concept of curriculum development and pedagogical practices of local knowledge at the secondary education level; and (2) develop locally responsive curriculum on Mekong studies and conduct pilot implementation in authentic contexts. The findings indicated that: (1) local knowledge consisted of narratives and local history of the regional Mekong community and interrelationship with narratives, tales, legends, folklores, topography, ecological nature-culture and community’s way of being of local people and relationship between humans and non-human and more-thanhuman worlds. The scope and sequence were designed through theme-based approach emphasizing community funds of knowledge related to self, family and community to broader regional, national and global dimensions; and (2) The curriculum consisted of the importance and necessity, principle, goals, course details, content structure, guidelines for instructional method, assessment frameworks, instructional materials and resources and supplementary documents. The curriculum and supplementary documents were validated for appropriateness and feasibility at high level (x̄ = 4.45) and the highest level (x̄ = 4.52) respectively. The curriculum was then piloted in authentic contexts both in terms of thematic knowledge and pedagogical practices, employing Mekong as method as foundations for curriculum inquiry. The result of pilot process was at high level in terms of feasibility and appropriation and was sufficient for pedagogical practices in secondary schools in the Mekong area