In this paper, I examine decolonial theory and its practical application as alternative to the current education system by looking at Sokola Rimba's (SR) practice in Indonesia. After the first colonialism, it shaped the paradigm of Eurocentrism/Western knowledge as a 'universal' understanding and disregarded indigenous philosophies (Smith, 1999). However, scholars from Third World countries embark on reconstructing the standard process of knowledge production (Bhambra, 2014).

I argue that the Indonesian government see indigenous children as leave behind, the SR practices break the hegemony through decolonising education. R's experiences show that decolonising education for indigenous communities can be visible through strengthening identity and involving community. However, SR, as a non-formal school, requires recognition from the state to equal rights with formal education.

To prove the evidence, firstly, I will commence with the emergence of decolonise theory and its practical aspects. Secondly, I will highlight the challenge of decolonial practices, particularly in education sectors. In the next part, I will briefly describe the Indonesian education policy and its impact on indigenous communities. Lastly, I will analyse the practice of decolonising education in indigenous communities conducted by SR.

Authors:
Amsa Nadzifah, University Melbourne, Australia

About the Presenter(s)
Amsa is currently postgraduate in University of Melbourne that focus research on decolonialise and indigenous communities in Indonesia. Previously, I work as research assistant in Center of Peace and Security Studies in University of Gadjah Mada and

See this presentation on the full schedule – Saturday Schedule

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