Rebo nyunda: Is it decolonising early childhood education in Bandung, Indonesia?

Q3 Social Sciences Journal of Pedagogy Pub Date : 2019-06-01 DOI:10.2478/jped-2019-0003

H. Yulindrasari, H. Djoehaeni

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引用次数: 4

Abstract

Abstract Since 2012, Indonesia has been obsessed with the notion of melestarikan budaya lokal (preserving local culture) as part of Indonesian Cultures. In West Java, Indonesia, the cultural revitalisation program is called “Rebo Nyunda”. Rebo means Wednesday; nyunda means being Sundanese. Sunda is the dominant ethnic group in West Java and the second largest ethnic group in Indonesia. Childhood often becomes a site for implanting ideologies, including nationalist ideology through the rhetoric of anti-West. Rebo Nyunda is expected to be able to shape future generations with strong cultural roots and unshaken by negative foreign ideas. Using focus group discussions this paper investigates the extent to which teachers understand Rebo Nyunda as a mean of cultural resistance to foreign forces amid the wholesale adoption of early childhood education doctrines from the West, such as the internationalisation of early childhood education, developmentally appropriate practices, neuroscience for young children, child-centred discourse, economic investment and the commercialisation of childhood education. This paper examines the complexity of and contradictions in teachers’ perceptions of Rebo Nyunda in Bandung, a city considered a melting pot of various ethnic groups in Indonesia.

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Rebo nyunda:印尼万隆的幼儿教育是不是去殖民化了?

自2012年以来，印尼一直致力于将“melestarikan budaya local”(保护当地文化)作为印尼文化的一部分。在印度尼西亚的西爪哇，文化复兴项目被称为“Rebo Nyunda”。Rebo的意思是星期三;nyunda的意思是巽他人。巽他族是西爪哇的主要民族，也是印尼第二大民族。童年常常成为灌输各种意识形态的场所，包括通过反西方的言辞灌输民族主义意识形态。人们期望热博·尼翁达能够塑造具有强大文化根基、不受外国负面思想影响的后代。通过焦点小组讨论，本文调查了教师在多大程度上将热波·尼扬达理解为在大规模采用西方早期儿童教育理论(如早期儿童教育的国际化、适合发展的实践、幼儿神经科学、以儿童为中心的话语、经济投资和儿童教育的商业化)的过程中对外国势力的文化抵抗。本文考察了教师对万隆热波Nyunda的看法的复杂性和矛盾性，万隆被认为是印度尼西亚各民族的大熔炉。

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来源期刊

Journal of Pedagogy Social Sciences-Education

CiteScore

1.10

自引率

0.00%

发文量

审稿时长

20 weeks

期刊介绍： The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.