History learning in Indonesia remains largely transmissive and focused on factual memorization, limiting the development of students’ historical consciousness. This library research examines the relevance and integration of critical philosophy approaches in Indonesian history education by analyzing the canonical works of Freire, Habermas, Gadamer, and Rüsen alongside 24 peer-reviewed journal articles on history education and historical consciousness published between 2020 and 2024. Using content analysis and inter-theoretical comparison of 28 sources, the study argues that critical pedagogy, critical theory, and hermeneutics provide a coherent epistemological foundation for transforming history learning from knowledge transmission toward the cultivation of critical-historical consciousness. Its conceptual contribution is a four-pillar Critical History Pedagogy Framework comprising: deconstruction of singular narratives, democratic historical dialogue, historical-contemporary connection, and historical identity reflection. Grounded in the Merdeka Curriculum context and aligned with Rüsen’s typology of historical consciousness, this framework offers an integrated and operationalizable model for history curriculum development and pedagogy in Indonesia. Empirical testing in classroom settings is recommended for future research.
This study examines the decolonization of history education in Nigeria from historical and philosophical perspectives, focusing on how colonial legacies continue to shape curriculum content, pedagogical approaches, and learners’ historical consciousness. It argues that despite several curriculum reforms since independence, history education in Nigeria remains significantly influenced by Eurocentric narratives that marginalize indigenous knowledge systems, local istoriographies, and African epistemologies. The paper situates discussion within broader debates on educational decolonization, emphasizing the need to reposition Nigerian history education as a tool for cultural reclamation, identity formation, and critical citizenship development. Drawing on documentary evidence and relevant scholarly interpretations, the study highlights persistent gaps in the representation of Nigerian pre-colonial states, resistance movements, and indigenous intellectual traditions within school curricula. It further explores philosophical arguments supporting decolonization, particularly the African-centered epistemological framework, which advocates for the validation of indigenous ways of knowing and historical interpretation. The paper contends that meaningful reform in history education requires not only curriculum restructuring but also teacher retraining, resource reorientation, and the integration of community-based historical knowledge. It concludes that decolonizing history education is essential for fostering national consciousness, cultural pride, and intellectual independence among Nigerian learners.
M. Ezekiel, Bitrus Audu Sule, Bashama Kaze et al.· International Journal of Lib...· 0 citations
This paper critically examines the teaching of History in secondary schools in rural and township contexts in South Africa, focusing on persistent learner disengagement within an increasingly digitised educational landscape shaped by the rise of Generative Artificial Intelligence. Drawing on constructivism, critical pedagogy and creativity as an integrated theoretical framework, the paper interrogates dominant pedagogical practices and historical narratives that continue to shape History classrooms amid rapid technological change. It offers a reflective and analytical discussion informed by existing scholarship, curriculum and policy documents, emerging debates on AI in education and the author’s professional experience as a History educator. It argues that traditional, teacher-centred approaches are increasingly misaligned with learners’ digital realities, limiting historical consciousness, critical thinking and relevance, advocating for a pedagogical reimagining of History teaching that foregrounds curiosity, creativity, humour, ethical digital literacy and the inclusion of multiple perspectives, positioning generative AI as a mediating tool rather than a pedagogical threat. By reconceptualising the roles of teachers, learners and knowledge resources in the 21st century History classroom, it contributes to ongoing debates on how History education can be made more inclusive, meaningful and socially responsive in the context of deepening technological and educational inequalities, particularly in under-resourced schools.
P. Nyathi· Turkish History Education Jo...· 0 citations
This study examines how historical thinking is translated from curriculum policy into classroom‐oriented curricular practice in Turkish secondary history education. Focusing on ninth‐grade history textbooks published in 2009 and 2018 by the Ministry of National Education and on teachers' perspectives, the study explores how historical thinking skills are represented, interpreted and enacted across different curricular layers. The revised conceptual framework defines historical thinking as a multidimensional form of disciplinary reasoning involving chronology, evidence, contextualisation, perspective taking, interpretation, inquiry and judgement. A qualitative design was employed, combining structured qualitative document analysis of textbooks with a phenomenologically informed teacher‐response strand based on an online semi‐structured interview form completed by 23 history teachers. The findings show that the 2018 textbook includes more explicit references to historical thinking skills than the 2009 edition; however, this increase remains uneven and concentrated in selected skill domains, particularly chronological thinking, while inquiry, empathy and decision‐making remain weakly represented. Teachers strongly endorsed the importance of historical thinking, especially for causality, interpretation and analytical reasoning, yet their self‐reported accounts suggest that actual enactment is constrained by textbook design, dense curricular content, limited professional preparation and exam‐oriented educational structures. The study argues that the challenge of integrating historical thinking lies not only in curriculum design but also in the curricular mediation performed by textbooks and teachers. By highlighting the gap between curriculum‐as‐policy and curriculum‐as‐practice, the article contributes to curriculum studies debates on reform enactment, textbook mediation and teacher agency.
İbrahim Özcanli, Hamza Keleş, N. Berk· Curriculum Journal· 0 citations
Human Rights Pedagogy (HRP) has gained growing attention as a transformative educational framework capable of strengthening democratic values, humanitarian awareness, and civic responsibility, yet its integration into higher education, particularly in history learning, remains limited. This study examines the role of HRP-oriented history learning in shaping university students’ democratic ethics within the Indonesian higher education context, where challenges of intolerance, democratic stagnation, and weak human rights awareness persist. Employing a 4D Research and Development design (Define, Design, Develop, Disseminate) supported by quasi-experimental analysis, this research involved 80 history education students from two private universities in Jakarta, divided into experimental and control groups. Data were collected through observations, interviews, questionnaires, expert validation, and pretest–posttest instruments measuring democratic ethics. The findings reveal that conventional history learning remains predominantly narrative and fact-based with limited dialogic and human rights dimensions, underscoring the need for pedagogical reform. The development of HRP-based interactive digital teaching materials, validated by experts and tested in stages, proved pedagogically practical and effective. The quasi-experimental results demonstrate a highly significant improvement in students’ democratic ethics, with the experimental group showing substantially higher gain scores compared to the control group (p < 0.001), particularly in human rights understanding, democratic discussion skills, tolerance, and critical reflection.
Ahmad Ruslan, Sariyatun, Andayani· Journal of Asian Scientific...· 0 citations
This article examines the enduring colonial legacy within Christian education in the Batak region, which has systematically marginalized indigenous knowledge and privileged Western pedagogical paradigms as the normative expression of Christianity. Focusing on the Sunday School ministry of the Huria Kristen Indonesia (HKI) church, the study initiates a critical inquiry into curriculum transformation through the lens of decolonial theory. Employing an interdisciplinary methodology that integrates the sociology of education, sociology of religion, and decolonial studies, qualitative data were gathered through in-depth interviews with two pastoral practitioners and contextual observations. The Batak philosophy of Sala Mandasor Sega Luhutan (SMSL) serves as a critical framework to deconstruct entrenched Eurocentric curricula and reconstruct pedagogical practices that center indigenous epistemology. Findings reveal that despite HKI’s historical resistance to missionary hegemony, its Sunday School curriculum remains dominated by hierarchical, banking-model pedagogy that treats children as passive recipients. Indigenous cultural elements are largely confined to ceremonial performances rather than substantive instructional integration, perpetuating epistemic alienation and dehumanization. The study argues that authentic decolonization requires pastors and educators to transition toward dialogical, problem-posing methodologies that recognize Sunday School children as active epistemic subjects bearing the imago Dei. By embedding Batak kinship values, oral traditions, and symbolic frameworks into core biblical instruction, Christian education can become a liberating practice that honors cultural heritage while fostering theological contextualization. This research offers a strategic pathway for ecclesiastical curriculum reform ahead of HKI’s centenary in 2027.
Herman Tampubolon, I. Lattu, Mariska Lauterboom et al.· Journal La Edusci· 1 citation· ⚡1
This study examines how teaching practices in Islamic higher education in Indonesia are shaped at the intersection of faith-based educational values and global pedagogical approaches. Using a qualitative multiple-case design, data were collected from 24 lecturers through interviews, classroom observations, and document analysis. The findings reveal that pedagogy is strongly grounded in faith, with teaching viewed as a moral and purposeful activity aimed at students’ holistic development. At the same time, global approaches such as student-centered learning are selectively adopted, resulting in hybrid practices that combine interaction and participation with continued lecturer guidance. However, this integration remains partial and uneven. Key tensions emerge between authority and autonomy, critical thinking and respect for tradition, and institutional expectations and classroom realities. The study also finds that while institutional policies promote contemporary pedagogies but offer limited guidance on integrating them with value-based educational frameworks, leading to inconsistent implementation. Drawing on a negotiative-integrative perspective, the study argues that teaching is a dynamic and context-dependent process shaped by ongoing negotiation between religious commitments and pedagogical innovation. By illuminating how lecturers actively mediate these competing influences, the study contributes a nuanced understanding of pedagogical adaptation in Islamic higher education highlights the need for clearer pedagogical frameworks, targeted professional development, and stronger institutional support to enable more coherent and meaningful integration.
Saprin Saprin, Achruch Achruch, M. Rapi et al.· International Journal of Lea...· 0 citations