INDONESIAN STUDENTS’ IDENTITY REPRESENTATION AND CULTURAL DIPLOMACY IN MALAYSIA
DOI:
https://doi.org/10.24191/jca.v3i2.13567Keywords:
cultural identity, diaspora education, traditional dance, cultural diplomacy, participatory ethnographyAbstract
This study investigates the role of arts and cultural training in shaping cultural identities and strengthening micro-cultural diplomacy among Indonesian diaspora students at Sekolah Indonesia Kuala Lumpur (SIKL). Using a participatory ethnographic approach, this study explores how traditional dance not only functions as an aesthetic expression but also as symbolic media for transmitting cultural values within a transnational educational atmosphere. Data were collected through participant observation, in-depth interviews, and visual documentation involving students, teachers, and parents. The findings signal that cultural transmission occurs in a non-linear manner through selective adaptation and symbolic reinterpretation influenced by students’ sociocultural contexts. A thematic dance titled Gelianus emerges as a culturally pedagogical model capable of fostering emotional engagement and a sense of belonging among young members of the diaspora. The study also highlights the importance of inclusive participation that takes into account gender dynamics and the diversity of sociocultural backgrounds within diaspora education. This study contributes to the discourse on tangible cultural diplomacy by demonstrating that arts learning in diaspora schools can preserve cultural continuity, strengthen national identity, and serve as an effective form of soft power. The study recommends the integration of contextualized cultural curricula and the use of digital learning innovations to amplify the sustainable impact of Indonesia’s cultural diplomacy on a global scale.
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