摘要：AbstractThe purpose of this research was to reflect on curriculum and education process that occur at the Orang Asli primary schools. This case study was carried out to decipher the voices of the teachers regarding the quality of their pedagogical approaches and the curriculum content for the indigenous pupils. Interviews and observations were conducted to obtain qualitative data from the teachers. The main theme emerged from the study is the indigenous pedagogy frequently narrated as the panacea in teaching indigenous pupils. The key finding shows that the pedagogical practice and curriculum content for indigenous need to be overhauled and improved.
