Revisiting Indonesian Heritage in Elementary Education: Utilizing Critical Transformative Pedagogy to Foster Cultural Identity
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Abstract
This study aims to examine the effectiveness of integrating cultural heritage into elementary education through a critical transformative pedagogical approach, focusing on strengthening students’ cultural identities. Through in-depth literature analysis and conceptual review, the findings reveal that culture-based teaching not only enriches students’ academic learning experiences but also plays a vital role in establishing a resilient and sustainable cultural identity. The role of educators is identified as a key element in the successful implementation of culture-based education, which requires ongoing professional development and strategic collaboration with local communities and stakeholders. Furthermore, active involvement of parents and local stakeholders can enhance cultural capital, serving as a foundational element for successfully implementing culturally responsive education. This study demonstrates that systematic and strategic integration of cultural content into the curriculum can improve students’ readiness to become active, critical, and adaptable citizens within a multicultural society. The research contributes significantly to the development of theories and practices related to culturally-based education in primary schooling, providing valuable references for policymakers and educators in designing relevant and transformative curricula.
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Rosalina, B., & Herlambang, Y. (2025). Revisiting Indonesian Heritage in Elementary Education: Utilizing Critical Transformative Pedagogy to Foster Cultural Identity. PAKAR Pendidikan, 23(2), 367-389. https://doi.org/10.24036/pakar.v23i2.799
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Chang, W. C., & Viesca, K. M. (2022). Preparing teachers for culturally responsive/relevant pedagogy (CRP): A critical review of research. Teachers College Record, 124(2), 197–224. http://dx.doi.org/10.1177/01614681221086676
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Chuang, H. H., Shih, C. L., & Cheng, M. M. (2020). Teachers’ perceptions of culturally responsive teaching in technology‐supported learning environments. British Journal of Educational Technology, 51(6), 2442–2460. https://doi.org/10.1111/bjet.12921
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