Decolonizing the past: Integrating the 'practical past' and local literature in Southeast Asian primary history education

Mujahidin Farid; Styo Mahendra Wasita  Aji

doi:10.55942/pssj.v5i12.779

Authors

Mujahidin Farid Universitas Negeri Surabaya https://orcid.org/0009-0003-9539-8954
Styo Mahendra Wasita Aji Universitas Negeri Surabaya https://orcid.org/0000-0002-4800-2182

DOI:

https://doi.org/10.55942/pssj.v5i12.779

Keywords:

decolonizing education, history pedagogy, practical past, local literature, Southeast Asia, primary education, epistemic justice

Abstract

The‍‌‍‍‌ history curriculum in primary schools across Southeast Asia frequently continues to be the inheritance of colonialism, which means that it is dominated by a Western-derived, evidence-based "historical past" that largely disregards local narratives and ways of knowing. This‍‌‍‍‌ article argues for the decolonization of history through the deliberate application of Michael Oakeshott's concept of the "practical past" and the use of regional and local literature. The present study, through a systematic review of the literature, shows that the dominant "historical past" model not only structures but also deepens the dependence of the knowledge system from which it originates. Therefore, it explores literary works to liberate the local people, such as historical novels, folktales, and legends, as authentic and reliable sources of community identity, core values, and "practical" historical knowledge. The findings show that such a blend results in a social change pedagogy that makes the class a dialogical space for the teacher's knowledge delivery and historical ‍‌‍‍‌deliberation. Students' historical empathy, critical multimedia literacy, and deep bond with their cultural heritage are some of the outcomes of this approach. However, there are still many issues, such as the lack of teacher preparedness, the conflict between fact and meaning in the curriculum, and the limitations of standardized testing. The article posits that the "decolonial" strategy, which accords the "practical past" equal ontological and epistemological status with other aspects, does not mean the abandonment of academic rigor but rather its enhancement. This, in turn, facilitates the development of a pluriversal historical consciousness, which is a prerequisite for the formation of identity-secure and critically engaged future generations in Southeast ‍‌‍‍‌Asia.

Author Biographies

Mujahidin Farid, Universitas Negeri Surabaya

Mujahidin Farid is a young researcher in the Department of Primary Education at Universitas Negeri Surabaya in Indonesia. He specializes in areas like elementary education, teaching diverse cultures, and studying children's development. He is working on several research projects related to creating better school programs, understanding how kids learn, and coming up with new ideas in education.

Styo Mahendra Wasita Aji, Universitas Negeri Surabaya

Styo Mahendra Wasita Aji is a young lecturer and researcher in the Department of Primary Education at Universitas Negeri Surabaya in Indonesia. He specializes in areas like literacy education, cultural studies for elementary schools, and developing school curricula. He is also working on research related to cultural literacy, new teaching methods, and how education is practiced in schools.

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