Access and Participation in Quality Education via Pancasila Shaped Online Interregional Indonesia Teachers Conversations
Christine Pheeney
Charles Darwin University
Abstract
The 2030 Sustainable Development Goals rally attention to the need for all children to have equal access and participation in quality education around the globe. In Indonesia, Pancasila provides socio-cultural guidelines to appropriate to context. Pancasila précised as ‘Unity in Diversity- recognises Indonesia-s diverse constituency and specifies deliberative inquiry within interdependent relations to achieve unity. This paper introduces a doctoral study of a Pancasila inspired approach to teacher learning. Twenty-three teachers representative of Indonesia-s diverse ethnic and religious backgrounds in dispersed locations were involved in a six-week program. Deliberative inquiry was scaffolded by Conflict Resolution Education Module video materials and a community facilitator, in online synchronous and asynchronous forums. Analysis of teacher reflections show maturation of teachers- ‘Unity in Diversity- conceptions were achieved via experiential learning in conversation. The online interregional interaction activated horizontal networks, responsibility and classroom application at an affordable cost, with capacity for broad utilisation and methodology for extension of other pertinent foci. The approach offers input to rethink and reconceptualise teacher professional development strategies for peaceful national development.
Keywords: Teacher Learning, Pancasila, Unity in Diversity, Social Justice, Peace Education, Cultural Heritage, Local Wisdom, Transnational, Indonesia, Collaborative Inquiry
Topic: Access, Participation and Quality of Early Childhood Education