Decolonizing Inclusive Education: A Culturally Responsive Management Model (CRMM) to Empower Indigenous Papuan Children in Elementary Schools

Hendrik Susanto; Inez Cara Alexander Phoek; Pulung Riyanto

doi:10.71094/vkj.v4i1.430

Authors

Hendrik Susanto Management, STIE Saint Theresa, Indonesia
Inez Cara Alexander Phoek Management, STIE Saint Theresa, Indonesia
Pulung Riyanto Physical Education Health and Recreation, Universitas Musamus, Indonesia

DOI:

https://doi.org/10.71094/vkj.v4i1.430

Keywords:

Inclusive Education, Educational Decolonization, Responsive Management, Indigenous Communities, Child Empowerment

Abstract

This study aims to develop a Culturally Responsive Management Model (CRMM) based on the principles of educational decolonization to strengthen inclusive education governance in empowering indigenous Papuan children in elementary schools through the integration of local cultural values, culturally responsive leadership, and collaborative partnerships between schools and indigenous communities. This study uses a Design and Development Research (DDR) approach that allows the development of empirical evidence-based models through three main stages: needs analysis, model design and development, and model validation and refinement. The study was conducted in elementary schools serving indigenous communities in Merauke Regency, South Papua Province, involving 43 informants consisting of principals, teachers, school supervisors, parents of students, traditional leaders, representatives of the Education Office, and academics. Data were collected through document studies, participatory observations, semi-structured interviews, Focus Group Discussions (FGDs), and expert validation, then analyzed using a thematic analysis approach. The results of the study produced a CRMM consisting of four main components: indigenous knowledge recognition, culturally responsive school leadership, indigenous community engagement, and inclusive institutional transformation. The findings indicate that strengthening inclusive education for indigenous Papuan children requires not only increased access to education but also a transformation of school governance that recognizes cultural identity, local knowledge systems, and the role of indigenous communities as strategic partners in education. This model contributes to the development of inclusive education studies through the integration of decolonization perspectives, epistemic justice, and culturally responsive education management. Practically, CRMM provides a strategic framework for schools and stakeholders in building an inclusive, contextual, and sustainable education system for indigenous Papuans.

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