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Case studies of two public schools in South Jakarta: In search of a citizenship education model for a multi-religious Indonesia

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Abstract:

There has been trend in a democratic multicultural society to turn confessional religious education to be de-confessional one as a recent case of Quebec. Is there any other a viable model to ensure multicultural democratic citizenship? This study, employing document analysis and case studies, aims at debating Indonesian education that has adopted different model of citizenship education in order to cope with diversity. The analysis is undertaken within the framework of contemporary theories of citizenship education for multicultural societies espoused by Amy Gutmann, Mark Halstead, Robert Jackson, Kenneth Strike, and Carla Grant. Being aware of the theoretical debates happening and learning from the fieldwork, it seems for the context of Indonesia, parallel confessional religious education in diverse public school could be a viable model for a democratic multicultural citizenship. Although the current public school system does not make an explicit effort to reduce misunderstanding, prejudices and stereotyping of one group over the others and, in some instances, there are tensions between individuals of different faiths, there are, nonetheless, social interaction between and among the different groups during active extracurricular student engagement. In this paper, I argue that the atmosphere surrounding social relation could be even more positive if public school makes an explicit focus through interventions and policy that contribute to (1) shaping public values, (2) recognizing diversity of beliefs, (3) introducing inter-religious dialogue, and (4) combating prejudices and stereotypes.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p518684_index.html
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MLA Citation:

Syafruddin, Didin. "Case studies of two public schools in South Jakarta: In search of a citizenship education model for a multi-religious Indonesia" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p518684_index.html>

APA Citation:

Syafruddin, D. "Case studies of two public schools in South Jakarta: In search of a citizenship education model for a multi-religious Indonesia" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p518684_index.html

Publication Type: Panel Paper
Abstract: There has been trend in a democratic multicultural society to turn confessional religious education to be de-confessional one as a recent case of Quebec. Is there any other a viable model to ensure multicultural democratic citizenship? This study, employing document analysis and case studies, aims at debating Indonesian education that has adopted different model of citizenship education in order to cope with diversity. The analysis is undertaken within the framework of contemporary theories of citizenship education for multicultural societies espoused by Amy Gutmann, Mark Halstead, Robert Jackson, Kenneth Strike, and Carla Grant. Being aware of the theoretical debates happening and learning from the fieldwork, it seems for the context of Indonesia, parallel confessional religious education in diverse public school could be a viable model for a democratic multicultural citizenship. Although the current public school system does not make an explicit effort to reduce misunderstanding, prejudices and stereotyping of one group over the others and, in some instances, there are tensions between individuals of different faiths, there are, nonetheless, social interaction between and among the different groups during active extracurricular student engagement. In this paper, I argue that the atmosphere surrounding social relation could be even more positive if public school makes an explicit focus through interventions and policy that contribute to (1) shaping public values, (2) recognizing diversity of beliefs, (3) introducing inter-religious dialogue, and (4) combating prejudices and stereotypes.


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