The local wisdom management Mohom for stable inherit, Phrae province

Abstract

This study aimed to 1) investigate community context and culture of Moh Hom textile dyeing in Muang district, Phrae province, 2) study knowledge management processes of Moh Hom textile dyeing in terms of its local and cultural wisdom in Tung Hong village, Phrae province, and 3. present the cultural inheritance model in terms of Moh Hom clothes of Tung Hong village, Phrae province. Using mixed- method research design, the data were collected from local organizations. Regarded as research instruments, the in-dept interview was applied with community leader, community sages, and elderlies. The data were also collected from related documents, online database, and research. The qualitative data were analyzed by conducting content analysis while descriptive statistics were used to analyze the weighted average of scores and organize data in terms of importance. The results were presented as follows. 1) Hom culture had close relation with local culture collaborative management which was organized in order to promote self-reliance though knowledge accumulation and transmission. Hom culture consisted of 3 aspects of self-reliance: (1) Community economy by collaborating with indigo plant growers and persons working in Moh Hom g product processing, (2) Social and cultural systems which were connected to Kum Fah festival and Tai Paun people’s clothing culture, and (3 ) Natural resource management and environmental conservation in which indigo plants are one of indicators of forest abundance and purity. They could also reduce deforestation, leading to forest farming. 2) Tung Hong village had 7 processes of managing local wisdom: 1) Knowledge identification, 2) Knowledge creation and acquisition, 3) Knowledge organization, 4) Knowledge codification and refinement, 5) Knowledge access, 6) Knowledge sharing, and 7) Learning. The main objectives of knowledge management were to promote collaborative self-reliance and reinforce the idea of strong citizenship though the transmission of traditional dyeing skills, based on collaborative methods and lifelong learning. These ideas were cultivated though education to build equality, community awareness, and realization of local resources. 3) Model for inheriting Hom culture was organized in a form of action learning. Consisting of 5 learning units: unit 1: Hom and community economies, unit 2: Moh Hom community and people lifestyle, unit 3: community power and Hom culture conservation, unit 4: creative media for strong community, and unit 5: From community way to strong citizens, it placed a high value on community-based learning and areabased leaning. As learning outside classroom allowed learners to develop their way of thinking and skills, leading to meaningful learning experience, their skills concerning local resource management, arts and culture conservation, strong citizenship, ecosystem conservation, and creative learning were improved. It also found that the designed missions for developing Tung Hong village, consisting of 1) Social mission for sustainable development, 2) Economic mission for sustainable self-reliance, 3) Stability mission for sustainable self-reliance, and 4) Management mission for sustainable selfreliance could promote sustainable inheritance in terms of cultural heritage and met community needs.