Reading for meaning: problematizing inclusion in Indonesian civic education

Abstract

This paper reports on the use of the Index for Inclusion in five socioeconomically different primary school contexts in Indonesia. The research was designed and developed through Australian and Indonesian teachers and teacher educators collaborative efforts over a year. The work took place during the post‐Suharto reform period and focuses on the field of Civics education. The research examines what the ethic of inclusion means to teachers participating in political and educational democratization as they attempt to embrace and develop citizenship classroom practices that feature respect for difference. The theoretical interest is in both citizenship theory and inclusion; showing how the civic cultures of school and nation intersect; and the implications of that intersection for inclusion theory and cross‐cultural theorizing of inclusion more broadly.

Notes

Mary Fearnley‐Sander was formerly a Senior Lecturer in the Faculty of Education at the University of New England, New South Wales, Australia. Since mid‐2003 she has been working as an educational consultant in Flores Indonesia, in a six‐year aid project supporting the implementation of Indonesia's primary education reform programme. Her research interests are schooling, citizenship and democratization in Indonesia, and the social context of schooling. Julianne Moss is a Senior Lecturer in the Department of Learning and Educational Development at the Faculty of Education, University of Melbourne. She is Head of the Curriculum, Teaching and Learning Unit, and has a longstanding involvement with professional learning across a range of educational settings. Julianne has wide experience in developing professional learning programmes for teachers. She has completed projects for UNESCO and the Tasmanian Department of Education. Currently she is supporting a number of schools in Victoria to move towards quality indicators in middle schooling. Lesley Harbon is Senior Lecturer in the Faculty of Education and Social Work at the University of Sydney. She has extensive experience in developing teacher education programmes and curriculum for schools in the areas of language education and cross cultural communication. Her recent international work includes teaching and research projects in Indonesia and China. Correspondence should be addressed to Mary Fearnley‐Sander: e‐mail: [email protected]

Suplemen GBPP Mata Pelajaran Pendidikan Pancasila Dan Kewarganegaraan—referred to here as PPKn after its Indonesian initials.

Early in 2002, the Ministry of Education abolished EBTANAS at the end of the primary years (Kompas newspaper 29 January 2002). End of primary assessment will now take the form of school‐based measures. The rationale for the change is that school‐based appraisal is part of the logic of school‐based management.

Additional information

Notes on contributors

MARY FEARNLEY‐SANDER

Mary Fearnley‐Sander was formerly a Senior Lecturer in the Faculty of Education at the University of New England, New South Wales, Australia. Since mid‐2003 she has been working as an educational consultant in Flores Indonesia, in a six‐year aid project supporting the implementation of Indonesia's primary education reform programme. Her research interests are schooling, citizenship and democratization in Indonesia, and the social context of schooling. Julianne Moss is a Senior Lecturer in the Department of Learning and Educational Development at the Faculty of Education, University of Melbourne. She is Head of the Curriculum, Teaching and Learning Unit, and has a longstanding involvement with professional learning across a range of educational settings. Julianne has wide experience in developing professional learning programmes for teachers. She has completed projects for UNESCO and the Tasmanian Department of Education. Currently she is supporting a number of schools in Victoria to move towards quality indicators in middle schooling. Lesley Harbon is Senior Lecturer in the Faculty of Education and Social Work at the University of Sydney. She has extensive experience in developing teacher education programmes and curriculum for schools in the areas of language education and cross cultural communication. Her recent international work includes teaching and research projects in Indonesia and China. Correspondence should be addressed to Mary Fearnley‐Sander: e‐mail: [email protected]