Decolonizing Curriculum Project in Indonesia: The Relevance of Perguruan Taman Siswa

• In Event: A Decolonized Curriculum Future: Toward Geopolitical Traditions of Educational and Cultural Criticism

Abstract

Objectives
This presentation will discuss the decolonizing curriculum projects/works of Perguruan Taman Siswa (Nationaal Onderwijs Instituut Tamansiswa or Taman Siswa school) in educating Indonesians and in constructing the establishment of early modern schooling in Indonesia, how these projects may help in thinking on modernity/coloniality in the making of an educated body in Indonesian archipelago, and how learning about the school’s projects and its curriculum history may illuminate understanding on what it may mean to educate people historically and how Perguruan Taman Siswa may relate to the curriculum history outside Indonesia as part of engaging with pluriversality of the “project of Internationalization of curriculum”.

Perspective(s) or Theoretical Framework
The indigenous education philosophy of curriculum theorists in Indonesia such as Ki Hadjar Dewantara (1959; 1962; 1967) and Taman Siswa’s scholars: Soeratman (1981) and Mangunsarkoro (1937; 1950) and also perspectives of Mignolo’s and Quijano’s on modernity/coloniality will be discussed and used to analyze the three main areas of the presentation as mentioned above. Ki Hadjar Dewantara (1889-1959) works are contextualized in the colonialization and post-colonialization eras (following the Indonesian independence of 1945).

Methods, Techniques, or Modes of Inquiry
Textual analysis on the archival texts on Perguruan Taman Siswa will be used as the mode of inquiry. Perspectives on coloniality/modernity will also be used to guide the analysis on how the decolonizing projects/works of Perguruan Taman Siswa may help in thinking on modernity/coloniality in the making of educated body.

Data Sources, Evidence, Objects, or Materials
Archival texts on Perguruan Taman Siswa’s movement written directly by the teachers, students, staff, and committees in two books of Perguruan Taman Siswa (Book I (1956): Perguruan Taman Siswa in 1922-1952 and Book II (1982): Perguruan Taman Siswa in 1922-1982) will be used and analyzed.

Findings
Through the works of Perguruan Taman Siswa following the indigenous education philosophy of Ki Hadjar Dewantara (1959; 1962; 1967) and Taman Siswa’s scholars, colonization has to be fought through education and thus educating people is a decolonizing project at the core. The decolonizing projects/works of Perguruan Taman Siswa aim at creating free humans, who will be resourceful; who will stand on their own feet, so as not to be dependent on others; and who will be able to organize themselves.

Scholarly Significance
This presentation will enrich and complicate the educational theories, practices in relation to decolonization in education and will provide the opportunity to reflect deeper on the concepts and practices of coloniality/modernity in educating the people. Also, the audience will learn the relevance and the significance of Indonesian curriculum projects/works through the entanglements of ideas and thoughts and practices of decolonizing with other educational contexts.

References
Mignolo, W. (2013, October 20). On Pluriversality. Retrieved from http://waltermignolo.com/on-pluriversality/

Dewantara, K. H. (1962). Karya I (pendidikan). Yogyakarta: Majelis Luhur Persatuan Taman Siswa.

Author

• Dinny Risri Aletheiani, Yale University