This study examines how secondary-school teachers in post-conflict Central Maluku, Indonesia, enact cultural education to advance critical cultural literacy and social cohesion. Using a qualitative design, we conducted semi-structured interviews with 25 teachers, classroom observations across six schools, curriculum-document review, and field notes from school and community ceremonies (e.g., pela gandong village alliances; sasi resource-management). Data were analysed through abductive thematic coding informed by critical literacy and teacher-agency frameworks. Findings show teachers mobilise local narratives and practices to: (1) open dialogic spaces for discussing conflict and reconciliation; (2) cultivate critical interpretation of historical and media texts; (3) rebuild intergroup trust through collaborative rituals and school–community projects; and (4) resist curricular pressures that marginalise local knowledge. Implementation is uneven due to limited training time, assessment misalignment, and weak institutional support. We conceptualise teachers as cultural agents who bridge formal curriculum and living traditions, and we outline supports—professional development, curriculum revision, and community partnerships—needed to sustain critical cultural literacy. The study offers actionable guidance for policymakers and educators designing culturally responsive peace education in diverse, post-conflict contexts.
Latupapua et al. (Mon,) studied this question.
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