The Implementation of Charles Taylor's Recognition Theory in Multicultural Education in Indonesia: A Case Study at Bina Kasih Christian High School, Jambi
Abstract
Multicultural education is vital in building an inclusive society, particularly in diverse countries like Indonesia. However, its implementation often faces obstacles due to a lack of recognition of students' cultural and religious identities, hindering an inclusive learning environment. This study examines the application of Charles Taylor's theory of recognition in multicultural education, focusing on a case study of Bina Kasih Christian High School in Jambi. Taylor's theory emphasizes acknowledging individual and group identities to foster equal social relationships. Using a qualitative approach, data was collected through interviews, participatory observation, and school document analysis, which were analyzed thematically. The research explores school policies, teaching practices, and student-teacher social interactions. Findings show that Bina Kasih Christian High School incorporates recognition principles by facilitating interfaith and intercultural dialogue, creating a curriculum reflecting diversity, and involving the community. However, challenges persist, such as discrepancies between formal policies and daily practices, and the persistence of stereotypes in student interactions. The school’s religious identity influences recognition dynamics, balancing its values with the needs of students from diverse backgrounds. This study underscores the importance of Taylor’s theory in advancing multicultural education in Indonesia. Recognition principles can enhance mutual respect and inclusivity, but require stronger support through diversity-based policies. Recommendations include multicultural teacher training, increased parental involvement, and guidelines promoting identity recognition, contributing both empirically and theoretically to the development of multicultural education in Indonesia.
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