Learning tolerance through relationships: an ethnography of dialogue and citizenship in Indonesian primary classrooms

This study examines how tolerance is enacted in Indonesian primary classrooms through an ethnographic approach. Conducted over six months across seven schools, the study draws on classroom observations and interviews with teachers, students, school leaders, and parents. The findings show that participation in classroom dialogue is uneven, shaped by confidence, recognition, and social positioning. Although students express support for tolerance, engagement across difference is often mediated by familiarity, trust, and existing relationships. Experiences beyond school, including family, community, and digital environments, further influence these interactions. Collaborative activities such as group work and gotong royong reveal forms of civic participation that extend beyond classroom talk, making citizenship visible through cooperation and shared responsibility. The study argues that tolerance and citizenship are relational practices negotiated through everyday interaction rather than outcomes of diversity exposure alone.