This study examines the characteristics of empowerment education for peace in Indonesia and Cambodia through an analysis of high school social studies textbooks. We examine how these textbooks address cultural, structural, and direct peace/violence at the individual, community, and national levels. Key elements of empowerment, including self-esteem, self-confidence, sense of contribution, knowledge, skills, and values for peace, are also analyzed. The findings indicate similarities and differences between the two countries. Both countries’ textbooks address genocide and internal conflict, offering general explanations and solutions but lagging at a critical analysis of the violence they experienced. Cambodian textbooks are influenced by Buddhism and place greater emphasis on individual well-being, suggesting that personal peace leads to broader societal and national peace; yet they offer less explanation of concrete connections. In contrast, Indonesian textbooks are characterized by Pancasila (national ideology) and prioritize social peace; they view individual peace as a product of proper socialization and social contributions. By comparing textbooks from these two countries and understanding their differences and similarities, we expect this study to provide valuable insights for promoting dialogue toward peacebuilding and enhancing peace education.
Nakaya et al. (Sat,) studied this question.
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