Enhancing a Sense of School Belonging for Indigenous Students in Papua, Indonesia

This paper focuses on inclusive education and the importance of developing a culturally appropriate sense of school belonging for Indigenous students in the Indonesian Province of Papua. Papua is a multicultural and multilingual region, with more than 275 distinct Indigenous ethnic linguistic groups. The research explored the culturally-based learning needs of students and how education can be more inclusive for Indigenous students and their communities. Three case study primary schools were purposively chosen, including a school in a hunter-gatherer community (lowland-remote area), a primary in a kampong/village community (highland-rural area), and a school in an urban community (coastal urban area). Data sources included departmental and school records, observations, field notes and participant interviews with school principals, teachers, parents, and community elders. The results emerging from each school reveal the importance of students’ sense of belonging in Papuan education within Indonesia’s national education system. The main themes included: schools’ physical environments; local community involvement and integration of traditional education; traditional rituals and practices; localised teaching strategies and resources; using local languages as a resource, and providing supportive and positive learning environments. In alignment with United Nations Sustainable Development Goal 4: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”, the research identified the need for a more culturally responsive, inclusive education approach, focussed on students’ sense of school belonging. This focus would provide greater recognition of students’ socio-cultural traditions and associated learning environments, leading to higher school attendance and student engagement in meaningful and effective learning.