Critical Cultural Literacy as a Path to Reconciliation: A Literature Review of Teacher Agency in Post-Conflict Cultural Education in Maluku, Indonesia

Authors

Falantino Eryk Latupapua, Department of Literature, Faculty of Humanities University of IndonesiaFollow
Melani Budianta, Department of Literature, Faculty of Humanities University of IndonesiaFollow
Dhita Hapsarani, Department of Literature, Faculty of Humanities University of IndonesiaFollow
Shuri Mariasih Gietty, Department of Literature, Faculty of Humanities University of IndonesiaFollow

Abstract

This study examines how secondary-school teachers in post-conflict Central Maluku, Indonesia, enact cultural education to advance critical cultural literacy and social cohesion. Using a qualitative design, we conducted semi-structured interviews with 25 teachers, classroom observations across six schools, curriculum-document review, and field notes from school and community ceremonies (e.g., pela gandong village alliances; sasi resource-management). Data were analysed through abductive thematic coding informed by critical literacy and teacher-agency frameworks. Findings show teachers mobilise local narratives and practices to: (1) open dialogic spaces for discussing conflict and reconciliation; (2) cultivate critical interpretation of historical and media texts; (3) rebuild intergroup trust through collaborative rituals and school–community projects; and (4) resist curricular pressures that marginalise local knowledge. Implementation is uneven due to limited training time, assessment misalignment, and weak institutional support. We conceptualise teachers as cultural agents who bridge formal curriculum and living traditions, and we outline supports—professional development, curriculum revision, and community partnerships—needed to sustain critical cultural literacy. The study offers actionable guidance for policymakers and educators designing culturally responsive peace education in diverse, post-conflict contexts.

Keywords

critical cultural literacy, teacher agency, post-conflict education, social cohesion, qualitative research, abductive thematic analysis, cultural education Central Maluku

Author Bio(s)

Falantino Eryk Latupapua (ORCID: https://orcid.org/0000-0002-5544-0690) is a researcher in the Department of Literature, Faculty of Humanities, University of Indonesia. His research focuses on critical cultural literacy, cultural education, and post-conflict reconciliation. He is currently working on cultural education initiatives in post-conflict regions and exploring ways to integrate traditional peace-building mechanisms into formal education.

Melani Budianta (ORCID: https://orcid.org/0000-0002-5947-6826) is a Professor in the Department of Literature, Faculty of Humanities, University of Indonesia. She specializes in cultural studies and literary theory, with particular interest in cultural transformation and identity in post-conflict societies. Her work focuses on the intersection of cultural studies, education, and social change in Indonesia.

Dhita Hapsarani (ORCID: https://orcid.org/0000-0002-2624-7162) is a faculty member in the Department of Literature, Faculty of Humanities, University of Indonesia. Her research interests include cultural education, literary studies, and the role of traditional practices in contemporary education. She has extensive experience in curriculum development and cultural education programs.

Shuri Mariasih Gietty (ORCID: https://orcid.org/0000-0001-5303-5942) is a lecturer in the Department of Literature, Faculty of Humanities, University of Indonesia. Her research focuses on cultural studies and education, with particular emphasis on indigenous knowledge systems and their integration into formal education. She has conducted extensive research on cultural preservation through educational initiatives.

Correspondence concerning this article should be addressed to Falantino Eryk Latupapua, Department of Literature, Faculty of Humanities, University of Indonesia, Kampus UI Depok, Kota Depok, Jawa Barat, Indonesia 16424. Email: falantino.eryk@ui.ac.id

Acknowledgements

We are enormously grateful to Lembaga Pengelola Dana Pendidikan (LPDP) of the Republic of Indonesia for providing financial support for this research. We would also like to express our deep appreciation to the scholars whose articles and thoughts contributed to this literature review. Special thanks to the academic community at the Department of Literature, Faculty of Humanities, University of Indonesia for their continuous support and valuable insights throughout this research process.

Publication Date

3-30-2026

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

Recommended APA Citation

Latupapua, F. E., Budianta, M., Hapsarani, D., & Gietty, S. M. (2026). Critical cultural literacy as a path to reconciliation: A literature review of teacher agency in post-conflict cultural education in Maluku, Indonesia. The Qualitative Report, 31(3), 5447-5473. https://doi.org/10.46743/2160-3715/2026.7995

ORCID ID

ORCID: https://orcid.org/0000-0002-5544-0690