Amika Wardana
The concept of multicultural education, advocating diversity, equality, and social justice, has been embraced by many educational institutions worldwide. However, local contexts can shape the specific policies and goals of multicultural education adopted and practiced. For example, two schools in Yogyakarta, Indonesia, implemented multicultural education not only in response to the global call for culturally diverse educational environments but also due to their unique socio-cultural backgrounds. A study revealed that factors such as affiliation to minority religions, driven to promote local cultures, and competition with schools of different socio-religious-political orientations played significant roles in shaping their approach to multicultural education. While promoting the awareness of the Indonesian socio-cultural and religious diversity, educating students with wisdom of the local culture, and recognizing their peculiar values within society, the policy stood as a response to the growing dominance of conservative Islamic discourses in the country’s religious and ideological landscape. © 2025 Kasetsart University.
Sociology, Department Sociology Education, Faculty of Social, Law and Political Science, Universitas Negeri Yogyakarta, Sleman, Yogyakarta, 55281, Indonesia
