Epistemological Reorientation of Local Wisdom in Multicultural Education

This study aims to investigate the integration of Balinese local wisdom and multicultural education in senior high schools in Denpasar City (urban multicultural context) and Badung Regency (tourism-driven context). There is a difference between the national requirements for intercultural education and the usage of local cultural elements in school curricula. To address this gap, the study employed a comparative qualitative case study methodology. Data were collected through document analysis, semi-structured interviews with six school stakeholders (principals, vice principal for curriculum, and teachers of civics education, sociology, and Hindu religion), and analysis of instructional materials. The epistemological framework of local wisdom and its integration into pedagogical practice were elucidated through thematic analysis. The results show (1) an epistemological shift of indigenous knowledge from the preservation of cultural identity to moral instrumentalism; (2) urban multiculturalism in Denpasar and tourism-driven multiculturalism in Badung distinctly influencing multicultural pedagogy; and (3) organizational issues restricting the degree of curriculum integration. This study addresses gaps in multicultural education literature and clarifies the need for a contextual epistemological approach that regards local wisdom as a knowledge system for curriculum reconstruction and the pursuit of epistemic justice in multicultural societies.