Enhancing school belonging for Indigenous students in Papua, Indonesia

Abstract

This article focuses on inclusive education and the importance of developing a culturally appropriate sense of school belonging for Indigenous students in the Indonesian provinces of Papua. Papua is a multicultural and multilingual region, with more than 275 distinct Indigenous ethnic linguistic groups. The study presented in this article explored the culturally based learning needs of Indigenous students and examined how education can be made more inclusive for these students and their communities. Three primary schools were purposively selected as case study sites, including a school in a hunter-gatherer community (lowland remote area), a school in a kampong (village) community (highland rural area) and a school in an urban community (coastal urban area). Data sources included departmental and school records, observations, field notes and semi-structured interviews with school principals, teachers, parents, community elders and teacher educators. The findings reveal the importance of Indigenous students’ sense of belonging in Papuan primary schooling within Indonesia’s national education system. The main themes included school physical environment; integration of traditional education and local community involvement; traditional rituals and practices; localised teaching strategies and resources; use of local languages; and provision of supportive and positive learning environments. Aligned with the fourth United Nations Sustainable Development Goal (SDG 4) – “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” – the study identified the need for a more culturally responsive, inclusive education approach, focused on students’ sense of school belonging. This focus would provide greater recognition of students’ sociocultural traditions and associated learning environments, leading to higher school attendance and engagement in meaningful, effective learning.