Volume 03 Issue 07-2023
1
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
07
P
AGES
:
01-03
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This research article examines the Rebo Nyunda initiative and its role in decolonizing early childhood education in
Bandung, Indonesia. Rebo Nyunda, a grassroots movement, seeks to challenge the dominant colonial narratives
embedded in educational practices and foster a culturally responsive and inclusive approach to early childhood
education. Drawing on qualitative research methods, including interviews and observations, this study explores the
implementation of Rebo Nyunda in various early childhood education settings. The findings shed light on the
transformative potential of this initiative in reclaiming local culture, language, and indigenous knowledge, and its
impact on children's identities and learning experiences. Through an analysis of successes, challenges, and lessons
learned, this article contributes to the discourse on decolonizing education and offers insights for educators and
policymakers striving to create culturally relevant and equitable early childhood education systems.
KEYWORDS
Rebo Nyunda, decolonization, early childhood education, Bandung, Indonesia, cultural responsiveness, inclusive
education, grassroots movement, local culture, indigenous knowledge.
INTRODUCTION
Early childhood education plays a crucial role in shaping
a child's development and laying the foundation for
lifelong learning. However, in many educational
contexts, early childhood education has been
influenced by colonial ideologies, often neglecting
local cultures, languages, and indigenous knowledge
Research Article
REBO NYUNDA: DECOLONIZING EARLY CHILDHOOD EDUCATION IN
BANDUNG, INDONESIA
Submission Date:
June 21, 2023,
Accepted Date:
June 26, 2023,
Published Date:
July 01, 2023
Crossref doi:
https://doi.org/10.37547/ijp/Volume03Issue07-01
Hani Djoehaeni
Universitas Pendidikan Indonesia, Bandung, Indonesia
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 07-2023
2
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
07
P
AGES
:
01-03
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
systems. Recognizing the need for decolonization, the
Rebo Nyunda initiative emerged in Bandung,
Indonesia. Rebo Nyunda aims to challenge the
dominant colonial narratives and promote a culturally
responsive and inclusive approach to early childhood
education. This article investigates the Rebo Nyunda
movement and its potential for decolonizing early
childhood education in Bandung, Indonesia. By
examining the implementation of Rebo Nyunda and its
impact on children's identities and learning
experiences, this study contributes to the discourse on
decolonizing education and provides insights for
educators and policymakers striving to create
culturally relevant and equitable early childhood
education systems.
METHOD
This study adopts a qualitative research approach to
explore the Rebo Nyunda initiative in Bandung,
Indonesia. The research design includes interviews,
observations, and document analysis to gain a
comprehensive understanding of the decolonization
efforts in early childhood education. Semi-structured
interviews are conducted with key stakeholders,
including educators, parents, and community
members involved in the Rebo Nyunda movement.
These interviews aim to capture their perspectives,
experiences, and motivations regarding decolonizing
early
childhood
education.
Observations
are
conducted in various early childhood education
settings, where Rebo Nyunda is implemented, to
observe the implementation of culturally responsive
practices, classroom activities, and the impact on
children's
learning
experiences.
Additionally,
document analysis is carried out to examine relevant
documents, policy guidelines, and curriculum materials
associated with Rebo Nyunda. The triangulation of
data from interviews, observations, and document
analysis allows for a comprehensive and nuanced
exploration of the decolonizing efforts in early
childhood education. Thematic analysis is employed to
identify recurring themes, patterns, and key findings,
enabling a rigorous examination of the research topic.
RESULTS
The results of the study highlight the transformative
impact of the Rebo Nyunda initiative on decolonizing
early childhood education in Bandung, Indonesia.
Through interviews with educators, parents, and
community members, it was evident that Rebo Nyunda
has successfully challenged dominant colonial
narratives and fostered a culturally responsive and
inclusive approach to education. The initiative
emphasizes the importance of reclaiming local culture,
language, and indigenous knowledge systems,
integrating them into the curriculum and classroom
practices. Observations in early childhood education
settings implementing Rebo Nyunda revealed positive
changes in children's identities and learning
experiences. Children demonstrated increased cultural
pride, engagement, and a sense of belonging as their
local heritage was celebrated and incorporated into
educational activities. The Rebo Nyunda movement
also fostered community involvement, creating
collaborative partnerships between schools and local
communities, leading to a more holistic and culturally
relevant educational environment.
DISCUSSION
The discussion section explores the implications and
significance of the Rebo Nyunda initiative in
decolonizing early childhood education. The success of
Rebo Nyunda in promoting cultural responsiveness
and
inclusivity
highlights
the
potential
for
transformative change in educational systems. By
reclaiming local culture, language, and indigenous
Volume 03 Issue 07-2023
3
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
03
ISSUE
07
P
AGES
:
01-03
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
676
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
knowledge, the initiative helps children develop a
strong cultural identity, promoting their overall well-
being and academic achievement. Furthermore, the
community engagement aspect of Rebo Nyunda
creates a sense of shared responsibility for education,
strengthening the relationships between schools and
communities. However, the study also reveals
challenges faced by the initiative, such as resistance to
change, limited resources, and the need for ongoing
support and capacity building for educators.
CONCLUSION
In
conclusion,
the
Rebo
Nyunda
initiative
demonstrates its potential in decolonizing early
childhood education in Bandung, Indonesia. By
challenging dominant colonial narratives, reclaiming
local culture, language, and indigenous knowledge
systems, the initiative fosters a culturally responsive
and inclusive educational environment. The findings of
this study contribute to the discourse on decolonizing
education and provide insights for educators and
policymakers seeking to promote culturally relevant
and equitable early childhood education systems.
However, sustained support, resource allocation, and
ongoing professional development are essential to
ensure the long-term success and scalability of
initiatives like Rebo Nyunda. By prioritizing cultural
responsiveness and inclusivity, early childhood
education can become a transformative force in
empowering children, valuing diversity, and promoting
social justice.
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