Tata Kelola Multilevel Pendidikan Inklusif dan Responsif Budaya: Upaya Menjembatani Ketimpangan Pendidikan Anak Asli Papua di Kabupaten Merauke
DOI:
https://doi.org/10.54259/diajar.v5i4.8995Keywords:
Inclusive Education, Educational Inequality, Multilevel Governance, Cultural Responsiveness, Educational EquityAbstract
This study aims to evaluate the implementation of inclusive education policies and analyze the role of multilevel governance in bridging educational inequality for indigenous Papuan children in Merauke Regency. The study used a qualitative approach with a multiple-case study design in four regional contexts: Sota, Animha, Kurik, and Jagebob. Data were collected through semi-structured interviews, non-participatory observation, and document analysis. A total of 43 informants were selected purposively, including education administrators, principals, teachers, parents/guardians, and traditional and community leaders. Data were analyzed using thematic analysis, within-case analysis, and cross-case synthesis. Educational inequality was found not only in access, but also in school capacity, resource distribution, family participation, and the cultural relevance of learning. Policy implementation revealed gaps between the policy framework and local practices. Multilevel governance became an important mechanism through inter-level coordination, school leadership, teacher capacity, and indigenous community involvement. Variation between cases indicates that policy effectiveness depends on the ability of local actors to adapt policies to the socio-cultural context. Inclusive education oriented toward educational equity requires coordinated, contextual, and culturally responsive multilevel governance that positions indigenous communities as partners in educational decision-making.
Downloads
References
[1] A. Fitzgerald, T. Avirmed, and N. Battulga, “Exploring the factors informing educational inequality in higher education: a systematic literature review,” Perspect. Policy Pract. High. Educ., vol. 29, no. 4, pp. 199–209, 2025.
[2] S. S. Ghosh, “Navigating educational inequities in the USA: A statistical analysis of socio-economic and cultural barriers faced by young adults in formal education,” Stud. Educ. Adults, vol. 56, no. 2, pp. 158–176, 2024.
[3] N. Kenny, S. McCoy, and J. O’Higgins Norman, “A whole education approach to inclusive education: An integrated model to guide planning, policy, and provision,” Educ. Sci., vol. 13, no. 9, p. 959, 2023.
[4] G. De Beco, “The right to ‘inclusive’education,” Mod. Law Rev., vol. 85, no. 6, pp. 1329–1356, 2022.
[5] L. Sibanda, “Strategies for achieving equity-based education: Towards an equitable education system,” in Social justice and culturally-affirming education in K-12 settings, IGI Global Scientific Publishing, 2023, pp. 133–152.
[6] A. Morén and J. Ramberg, “Inclusive education policymaking in a multi-level governance education system: the case of the Swedish Association of Local Authorities and Regions (SALAR),” Nord. J. Stud. Educ. Policy, vol. 11, no. 3, pp. 207–217, 2025.
[7] K. Z. Berhanu and D. Gobie, “Adequacy of capacity building and stakeholder involvement in decentralized education management: Evidence from Ethiopia,” Cogent Soc. Sci., vol. 9, no. 2, p. 2247151, 2023.
[8] C. Hajisoteriou and G. Sorkos, “Towards a new paradigm of ‘Sustainable Intercultural and inclusive education’: A comparative ‘blended’ approach,” Educ. Inq., vol. 14, no. 4, pp. 496–512, 2023.
[9] M. Brown et al., “Challenges and opportunities for culturally responsive leadership in schools: Evidence from four European countries,” Policy Futur. Educ., vol. 20, no. 5, pp. 580–607, 2022.
[10] E. Shizha, “Fostering cultural and cognitive justice through inclusive learning: Promotion of indigenous knowledge systems for sustainable learning,” in Harnessing Indigenous Epistemologies for Sustainable Progress, IGI Global Scientific Publishing, 2025, pp. 385–406.
[11] M. A. Ramatea, “Decolonizing barriers for inclusive education of learners with visual impairments in rural mainstream schools,” Br. J. Spec. Educ., vol. 53, no. 1, pp. 18–28, 2026.
[12] A. Khatib et al., “Policy implementation of disability education in inclusive schools: a comparative case study of Islamic and public education systems in Indonesia,” Int. J. Incl. Educ., pp. 1–39, 2026.
[13] L. E. Ciolan, L. Ciolan, and D. Florescu, “Municipal Governance and Integrated Early Childhood Services: Scaling Intersectoral Coordination in a Romanian Metropolitan Area,” Transylvanian Rev. Adm. Sci., pp. 28–45, 2026.
[14] F. Doğuş and B. Çam Aktaş, “Teachers’ Perspectives on the Factors Shaping Access to Education,” Educ. Urban Soc., vol. 58, no. 6, pp. 653–691, 2026.
[15] R. Küçüksüleymanoğlu, “Principles of equality: Social justice and equal opportunities,” in Creating positive and inclusive change in educational environments, IGI Global Scientific Publishing, 2025, pp. 23–52.
[16] R. Rangarajan, U. Sharma, and C. Grové, “Inclusion and equity in India’s new National Education Policy (NEP): an analysis using the Context Led Model of Education Quality,” Int. J. Incl. Educ., vol. 29, no. 6, pp. 975–995, 2025.
[17] C. Carstens, F. M. Santangelo, and N. Hashida, “Navigating Horizontal Transitions: Building Participation and Support for Young Learners and Families in Educational and Community Settings,” All means All!-opentextb. Divers. Educ., 2025.
[18] J. Schuster and N. Kolleck, “Between capacity development and contestation: a systematic review of the involvement of inter-and non-governmental actors in inclusive education,” Int. J. Incl. Educ., vol. 28, no. 8, pp. 1450–1473, 2024.
[19] M. Nadeem, “Distributed leadership in educational contexts: A catalyst for school improvement,” Soc. Sci. Humanit. Open, vol. 9, p. 100835, 2024.
[20] A. Paquin, “The Integration of Indigenous Knowledge in Education,” 2023.
[21] D. R. Nachayeva, “The role of secondary education institutions in the formation of national identity,” «Педагогикалық өлшемдер» ғылыми–практикалық журналы, vol. 1, no. 1, pp. 63–69, 2025.
[22] A. Lunda et al., “Supporting the cultural identity development of Indigenous youth: Findings from an Indigenous educators’ community-of-practice,” Educ. Sci., vol. 14, no. 12, p. 1272, 2024.
[23] C. Hurd and T. K. Stanton, “Community engagement as community development: Making the case for multilateral, collaborative, equity-focused campus-community partnerships,” Community Dev., vol. 54, no. 6, pp. 875–898, 2023.
[24] T. Yigitcanlar, A. David, W. Li, C. Fookes, S. E. Bibri, and X. Ye, “Unlocking artificial intelligence adoption in local governments: Best practice lessons from real-world implementations,” Smart Cities, vol. 7, no. 4, pp. 1576–1625, 2024.
[25] Y. Yan, H. Sano, and L. A. Sumiya, “Policy capacity matters for education system reforms: A comparative study of two Brazilian states,” J. Comp. Policy Anal. Res. Pract., vol. 25, no. 2, pp. 253–281, 2023.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Yuan Williamson Tamberan, Damianus Katayu, Willem Kabuam, Pulung Riyanto
This work is licensed under a Creative Commons Attribution 4.0 International License.
Hak cipta pada setiap artikel adalah milik penulis.
Penulis mengakui bahwa DIAJAR (Jurnal Pendidikan dan Pembelajaran) sebagai publisher yang mempublikasikan pertama kali dengan lisensi Creative Commons Attribution 4.0 International License.
Penulis dapat memasukan tulisan secara terpisah, mengatur distribusi non-ekskulif dari naskah yang telah terbit di jurnal ini kedalam versi yang lain, seperti: dikirim ke respository institusi penulis, publikasi kedalam buku, dan lain-lain. Dengan mengakui bahwa naskah telah terbit pertama kali pada DIAJAR (Jurnal Pendidikan dan Pembelajaran).
