RESUMEN
Ethnopedagogy serves as an educational approach capable of reshaping societal dynamics by preserving cultural values, thereby reinforcing a multicultural national identity. This study explored the potential of ethnopedagogy in revitalizing local wisdom within early childhood character education in Indonesia. This case study was performed at Pertiwi Kindergarten in Puro Pakualaman, Yogyakarta, Indonesia. Data were gained through interviews and document analysis with teachers, parents, and school principals. Research data were checked for validity using data triangulation. The research findings demonstrated that ethnopedagogy enhanced children's awareness of local culture and nurtures character development by integrating local wisdom values into the learning process. Furthermore, involving local communities in character education improved community engagement in the educational journey, bolstering a sense of ownership over the school or learning environment, and strengthening social networks within the community. Ethnopedagogy is recommended to apply in early childhood education to develop children's character through the utilization of local wisdom.
RESUMEN
Before formally introducing chemistry in schools, Africans practiced it as ethnochemistry as they lived in their ethnic groupings. To a large extent, it may be true for other ethnic groups and communities across the globe as well. This study aimed to document a drop from the ocean of ethnochemistry knowledge that people in Zambia practiced in the past and modern times to use such ethnochemistry knowledge to teach chemistry in ethnically responsive ways. Further, this study sought to raise the profile of indigenous cultural knowledge in the globalized world dominated by modernity. Ethnography research design was used including unstructured interviews for data collection. This study purposively selected twenty (20) research participants using snowball sampling. Results show that many relevant ethnochemistry practices in Zambia can be used to grow the national economy, enrich the teaching of Secondary School Chemistry to ethnically diverse students, and generate secondary school students' interest and better familiarity with Chemistry.