Culturally based learning needs of Korowai students in a lowland-remote area of Indonesian Papua

School physical environment and building design

Datos Bibliográficos

ID21522906
AutoresAlbertus Fiharsono, Michael Carey (0000-0002-3117-9010, University of the Sunshine Coast, autor de correspondencia), Mervyn Hyde (0000-0001-6402-8334), Harriot Beazley (0000-0002-0491-5350), Wigati Yektiningtyas-Modouw (Cenderawasih University)
Año2024
Volumen51
Número2
Páginas611-629
Fecha de publicación2024-04-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaThe Australian Educational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0311-6999 • E-ISSN: 2210-5328
EditorialSpringer Science and Business Media LLC (PUBLISHER)
DOI10.1007/s13384-023-00615-x
OpenAlexW4322494927
IdiomaEN
Citas recibidas6
Referencias citadas21

This study explored the culturally based learning needs of Korowai students living in a lowland-remote area in Papua to address the question of how education in this part of Indonesia could be inclusive and engaging for indigenous students and their community. Case study was selected as it has potential to reveal detailed structured information and in-depth description of people and their experiences within a particular location, time and socio-political circumstance. The case study school was purposively chosen, due to its uniqueness of being situated in a remote, hunter-gatherer community that only recently began to modernise. School physical environment and building design was one of the identified themes that emerged in the case study school. This theme included some sub-themes, namely (1) the school building design, (2) forest as the school’s physical environment, and (3) school garden and animal husbandry. The Korowai students brought social and cultural capital and expectations to their local school that differed from those of traditional Indonesian school expectations and presented different learning needs. How the local school and teachers responded to these varied expectations and learning needs also differed and revealed further needs for differentiation in education. These points of differentiation include needs in their physical environment: to build some classrooms in the style of Korowai treehouse dwellings and to replant forest and food trees close to the school to provide students with a sense of cultural connection and school belonging

Geography · Indigenous · Indonesian · Mathematics education · Pedagogy · Sociology · Early Childhood Education and Development · Education Methods and Practices · Educational Environments and Student Outcomes · Psychology · Ecology