Genealogies of Learning: Family–Community Influences on Pedagogical Practice in Malaysian Primary Schools

Educational practices in primary schools are not formed in isolation from social and cultural heritage. In Malaysia’s multi-ethnic society, shaped by colonial history, diverse migration genealogies, and intergenerational transmission of familial and community values, the pedagogical orientations of teachers and the learning dispositions of students are deeply embedded in historical and cultural processes. This study examines how family–community genealogies, cultural heritage, and intergenerational educational narratives intersect with teacher training practices, specifically learner autonomy promotion, teacher-as-facilitator orientation, and flexible learning environment creation, to shape pedagogical practice in a multi-ethnic primary school in Negeri Sembilan, Malaysia. A qualitative interpretive research design was employed. Eight participants, seven experienced primary school teachers and one student representative were purposively selected from a multi-ethnic primary school in Negeri Sembilan, Malaysia. Data were generated through semi-structured interviews guided by four thematically organised dimensions drawn from the genealogy of education framework and analysed using Braun and Clarke’s six-phase thematic analysis. Four interconnected themes emerged: (1) convergent cross-genealogical endorsement of learner-centred pedagogy despite diverse ethnic community educational inheritances; (2) the teacher-as-facilitator role as the most genealogically resonant pedagogical shift from colonial transmission traditions; (3) flexible learning environments as inspirationally valued but materially constrained sites of genealogical negotiation; and (4) the perceived inseparability of facilitative practice and positive student learning outcomes. The findings illuminate how historically situated family–community genealogies shape the reception and enactment of contemporary pedagogical practices in Malaysia’s post-colonial, multi-ethnic primary school context.