KNOWLEDGE MAPPING OF DECOLONIZING EDUCATION IN SOUTHEAST ASIA: A BIBLIOMETRIC ANALYSIS OF INDIGENOUS KNOWLEDGE AND CULTURE-BASED PEDAGOGY

Abstract

This study maps the knowledge structure and research development of decolonizing education in Southeast Asia through a bibliometric analysis of 1,258 Scopus-indexed journal articles published from 1993 to 2025. It examines publication trends, major knowledge producers, scholarly collaboration, conceptual relationships, and thematic evolution within the field. Bibliographic data were analyzed using Bibliometrix/Biblioshiny and VOSviewer, employing performance analysis, co-authorship analysis, keyword co-occurrence analysis, collaboration network analysis, and thematic mapping. Qualitative content analysis was also used to support the interpretation of identified thematic clusters. The findings show sustained growth in scholarly production, particularly after 2015, reflecting increasing research attention to indigenous knowledge, culture-based pedagogy, sustainability, and related educational concerns. The knowledge-production landscape is concentrated among several Southeast Asian countries, while collaboration networks remain comparatively fragmented. Keyword co-occurrence analysis identifies indigenous knowledge, traditional knowledge, local wisdom, sustainability, and climate change as central concepts in the research field. Thematic mapping further indicates that indigenous knowledge, sustainability, and climate change occupy strategically important positions, while traditional knowledge and local wisdom remain foundational themes. Emerging themes, including multicultural education, indicate an expanding research agenda. Overall, the findings demonstrate that bibliometric knowledge mapping can provide a systematic, data-driven view of the structure and evolution of decolonizing education research. The mapped knowledge landscape highlights opportunities for stronger regional collaboration, interdisciplinary research, and more inclusive knowledge production concerning indigenous knowledge and culture-based pedagogy.