Basic education for Indigenous peoples in Indonesia: Limiting children's cultural alienation and loss of identity

Our study explores challenges and opportunities associated with managing basic education in Indigenous communities in Indonesia, using a qualitative descriptive approach with a critical paradigm as an analysis tool. The findings reveal two types of education patterns for Indigenous peoples, i.e., ed...

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Bibliographic Details
Published in:Issues in educational research Vol. 34; no. 3; pp. 995 - 1015
Main Authors: Uus Faizal Firdaussy, Ningsih, Sri, Enkin Asrawijaya
Format: Journal Article
Language:English
Published: Perth, WA Institutes for Educational Research in NSW, SA and WA 01.09.2024
Subjects:
Academic Accommodations (Disabilities)
Academic Achievement
Alienation
Children & youth
Community Education
Cultural Background
Cultural heritage
Cultural Maintenance
Cultural Pluralism
Cultural property
Culture
Curricula
Data collection
Dropout Rate
Economic Factors
Education
Educational Attainment
Educational Development
Educational Practices
Educational Quality
Educational Research
Educational Resources
Funding
Home education
Home Schooling
Human Development Index
Ideology
Inclusion
Indigenous peoples
Indigenous Populations
Instructional Materials
Integrated Curriculum
National Curriculum
Native peoples
Opportunities
Power Structure
Preservation
Quality control
Quality of education
Racial Identification
School Policy
Traditions
Indonesia
ISSN:0313-7155, 1837-6290
Online Access:Get full text
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Description
Summary:Our study explores challenges and opportunities associated with managing basic education in Indigenous communities in Indonesia, using a qualitative descriptive approach with a critical paradigm as an analysis tool. The findings reveal two types of education patterns for Indigenous peoples, i.e., education in the community, which is carried out within families or the community without formal schooling, and formal education organised by the government. Indigenous children confront significant challenges in accessing quality education due to economic factors, minimal facilities and infrastructure, and a shortage of teachers. In addition, at times the national education systems do not consider the special needs and characteristics of Indigenous peoples. We propose an inclusive education curriculum for Indigenous children that focuses on providing quality education and preserving cultural heritage.
Bibliography:Informit, Melbourne (Vic)
Issues in Educational Research, Vol. 34, No. 3, Sep 2024, 995-1015
ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
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ISSN:0313-7155
1837-6290