Jinnawat Lertpradit

1.     Current Research

My PhD research project is focusing on “Co-creating a local curriculum on environmental education and indigenous knowledge systems: a case study of place-based education in Chiang Mai’s schools”

Originally, I began my PhD with a deep interest in the intersection of environmental education and Indigenous Knowledge Systems (IKS) within the context of Chiang Mai’s schools. My initial focus was on how place-based education could be a powerful tool to bridge the gap between traditional knowledge and contemporary environmental challenges. I was particularly concerned about the marginalisation of Indigenous communities in the formal education system and the lack of integration of their rich ecological wisdom into the curriculum. My aim was to assess how effectively place-based education could incorporate IKS to foster a more sustainable and culturally inclusive learning environment for students in Chiang Mai.

As I progressed through the first year of my PhD, it became increasingly clear that the concept of place-based education, while valuable, needed to be more deeply rooted in the specific cultural and environmental contexts of the schools I was studying. The annual review helped me realise that while the framework of place-based education was a useful starting point, the real value of my research would come from focusing more directly on the lived experiences and voices of the students, teachers, and community members involved. With this shift in focus, my research began to hone in on the unique cultural landscapes of the schools in Chiang Mai, particularly those in Mae Chaem and along the Kham River, areas rich in Indigenous traditions and ecological significance.

This realisation also led me to narrow my geographical scope from Chiang Mai as a whole to two specific communities: Mae Chaem and the areas surrounding the Khan River. These locations are not only ecologically diverse but also culturally vibrant, with deep-rooted Indigenous practices that have been passed down through generations. These communities add a personal element to my research as well, as I have spent considerable time engaging with and learning from the people there. It became clear to me that these 'ordinary' places are anything but ordinary; they hold immense potential for demonstrating how traditional ecological knowledge can inform and enhance environmental education.

The leadership in these communities, particularly their focus on preserving cultural heritage while addressing modern environmental challenges, presents a unique opportunity for my research. I became increasingly interested in exploring how these communities could serve as models for integrating Indigenous Knowledge Systems into formal education, thereby fostering a more inclusive and sustainable future for their youth. The connection between place, cultural identity, and environmental stewardship became central to my research, as I sought to understand how students in these communities perceive and engage with their environment through the lens of their cultural heritage.

There is a significant research gap when it comes to understanding how Indigenous youth in Chiang Mai relate to their cultural and environmental heritage within the context of formal education. These young people are often not consulted about their views on how their traditional knowledge could be incorporated into their schooling or how they envision the future of their communities in the face of environmental change. Thus, my research focuses on the role of Indigenous Knowledge Systems in shaping environmental education for youth in these communities, exploring both the opportunities and barriers to integrating this knowledge into the curriculum.

There is also exciting potential to explore participatory research methods, allowing students and community members to play an active role in the research process. This approach not only enriches the data but also empowers the community by giving them a voice in how their knowledge is represented and used. Ultimately, I hope this research will act as an enabler: amplifying the voices of Indigenous youth, sharing their perspectives with educators and policymakers, and advocating for a more inclusive approach to environmental education that honors both cultural heritage and ecological sustainability.

2.     Other / Previous Research

Lertpradit, J. 2022. The Role of Geographical Fieldwork in Social Studies Education Program: the Comparative Studies in Thailand. SPECIALUSIS UGDYMAS / SPECIAL EDUCATIO. 2(43), pp.3256–3260.

During my earlier research, I became deeply interested in the role of geographical fieldwork within the context of social studies education in Thailand. My focus was on understanding how fieldwork, often recognised as one of the most engaging and effective methods of learning and instruction, could be leveraged to enhance the educational experiences of both students and faculty. I was particularly drawn to the idea that geographical fieldwork provides a unique opportunity to blend theoretical knowledge with practical, hands-on experiences, allowing students to explore and apply geographical concepts in real-world settings.

As I delved into this research, I aimed to examine the value of geographical fieldwork specifically for undergraduate students in Thailand. I was curious about how different universities, both in rural and urban settings, approached fieldwork within their social studies education programs. To explore this, I conducted qualitative research through online interviews with eight social studies education lecturers and program leaders from four universities in Thailand. These universities were selected because they had organised fieldwork activities more than three times per academic year, indicating a strong commitment to this instructional method.

Through a thematic analysis of the data collected from these interviews, several key themes emerged that shaped my understanding of the role and impact of geographical fieldwork in these educational contexts. The primary finding of my research was that geographical fieldwork is highly valued across different institutions for its ability to foster inquiry-based learning. This approach allows students to integrate geographical theories with practical experiences outside of the classroom, thereby enhancing their understanding of complex geographical concepts.

One of the most interesting aspects of my findings was the way in which curriculum design and administration played a crucial role in determining the outcomes of fieldwork activities. For instance, well-structured fieldwork programs were shown to contribute significantly to community development and the effective utilisation of learning spaces. In rural settings, fieldwork often involved direct engagement with local communities, providing students with valuable insights into community dynamics and the practical challenges of applying geographical knowledge in real-world scenarios. In urban settings, fieldwork activities were more focused on exploring urban geography and understanding the spatial organisation of cities.

Overall, my research highlighted the importance of geographical fieldwork as a pedagogical tool that not only enhances students' practical skills but also enriches their overall learning experience by connecting classroom-based learning with real-world applications. The insights gained from this study have informed my current research, which continues to explore the intersections of education, geography, and community engagement.

Links to Published Works:

http://www.sumc.lt/index.php/se/article/view/1930/1438