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From Tragedy to Reconciliation: Advocacy, Legal Strategies, and the Role of History Teachers in Integrating Peace Education in Post-Conflict Areas

Indonesian Journal of Advocacy and Legal Services · Vol. 7 No. 2 (2025) · hlm. 381–430

DOI
10.15294/ijals.v7i2.30584
ISSN
2686-2611, 2686-2085
Terbit
2025-09-18
Penerbit
Universitas Negeri Semarang
Bahasa
eng
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

Indonesia’s post-conflict regions, such as Aceh, Poso, and Papua, continue to confront the legacies of violence, trauma, and contested historical narratives. In these areas, history education holds significant potential for promoting reconciliation and preventing the recurrence of conflict. This study examines the role of history teachers in integrating peace education within the broader frameworks of legal strategies and advocacy in Indonesian post-conflict settings. Drawing on qualitative research, including in-depth interviews with educators, civil society actors, and local government representatives, the paper explores how history teachers navigate sensitive political and historical issues in classrooms marked by ethnic, religious, and ideological divisions. The study highlights how legal frameworks such as human rights education, truth-seeking efforts, and transitional justice initiatives—though limited in formal policy—are informally adopted by educators through civil society-led training and community advocacy. Findings suggest that when adequately supported, history teachers in Indonesia can act as frontline peacebuilders, helping students develop critical thinking, historical empathy, and a commitment to nonviolence. Moreover, advocacy networks play a crucial role in enabling educators to address topics such as mass violence, displacement, and state-perpetrated injustice in ways that foster healing rather than deepen polarization. By contextualizing peace education within Indonesia’s unique socio-political landscape, this paper contributes to the global discourse on post-conflict education and provides practical pathways for integrating historical accountability into curriculum and teacher training programs.

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  • State University of Semarang
  • Novena University
  • Universitas Syiah Kuala
  • Indonesia University of Education
  • Padjadjaran University
  • National Defence University of Malaysia
  • Dhofar University
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Rekan penulisOrganisasiArtikel bersama
Anis WidyawatiState University of Semarang8
Riska AlkadriState University of Semarang7
Nadiyah Meyliana PutriState University of Semarang6
Rasdi RasdiState University of Semarang6
Waspiah WaspiahState University of Semarang6
Indah Sri UtariState University of Semarang6
Suwito Eko PramonoState University of Semarang6
Nurul FibriantiState University of Semarang5
Ali MasyharState University of Semarang5
Septhian Eka AdiyatmaState University of Semarang5
Bayangsari WedhatamiState University of Semarang5
Ngboawaji Daniel NteNovena University5
Muhammad Iqbal BaiquniState University of Semarang5
Riki JuliantoAfiliasi tidak diketahui5
Dian LatifianiState University of Semarang5
Muhammad Wahyu Saiful HudaState University of Semarang4
R. Benny RiyantoState University of Semarang3
Layla Putri AulyaState University of Semarang3
Asyaffa Ridzqi AmandhaState University of Semarang3
Rodiyah RodiyahState University of Semarang3
Fadhel Arjuna AdindaPadjadjaran University3
Ngaboawaji Daniel NteNovena University3
Zaharuddin Sani Ahmah SabriNational Defence University of Malaysia3
Souad Ahmed EzzeroualiDhofar University3
Nanda Julian UtamaState University of Semarang3
Valerio SebastianUniversitat Autònoma de Barcelona2
Margareta RahayuningsihState University of Semarang2
Jeremy Zefanya Yaka ArvanteState University of Semarang2
Maulana Fuad NugrahaState University of Semarang2
Ahmad Zaharuddin Sani Ahmad SabriAfiliasi tidak diketahui2
Robert Brian SmithUniversity of New England2
Zahra Zara MahasinAfiliasi tidak diketahui2
Firqotun NaziahState University of Semarang2
Adiguna Bagas Waskito AjiAfiliasi tidak diketahui2
Puji WiyatnoState University of Semarang2

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Sumber metadata: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/journals/ijals/oai, pertama di-harvest 5 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">From Tragedy to Reconciliation: Advocacy, Legal Strategies, and the Role of History Teachers in Integrating Peace Education in Post-Conflict Areas</dc:title>
	<dc:creator xml:lang="en">Ahmad, Tsabit Azinar</dc:creator>
	<dc:creator xml:lang="en">Nurasiah, Nurasiah</dc:creator>
	<dc:creator xml:lang="en">Amin, Syaiful</dc:creator>
	<dc:creator xml:lang="en">Sohabudin, Ahmad</dc:creator>
	<dc:creator xml:lang="en">Arifin, Ridwan</dc:creator>
	<dc:subject xml:lang="en">Peace Education</dc:subject>
	<dc:subject xml:lang="en">Reconciliation</dc:subject>
	<dc:subject xml:lang="en">Advocacy</dc:subject>
	<dc:subject xml:lang="en">Legal Strategies</dc:subject>
	<dc:subject xml:lang="en">History Teachers</dc:subject>
	<dc:description xml:lang="en">Indonesia’s post-conflict regions, such as Aceh, Poso, and Papua, continue to confront the legacies of violence, trauma, and contested historical narratives. In these areas, history education holds significant potential for promoting reconciliation and preventing the recurrence of conflict. This study examines the role of history teachers in integrating peace education within the broader frameworks of legal strategies and advocacy in Indonesian post-conflict settings. Drawing on qualitative research, including in-depth interviews with educators, civil society actors, and local government representatives, the paper explores how history teachers navigate sensitive political and historical issues in classrooms marked by ethnic, religious, and ideological divisions. The study highlights how legal frameworks such as human rights education, truth-seeking efforts, and transitional justice initiatives—though limited in formal policy—are informally adopted by educators through civil society-led training and community advocacy. Findings suggest that when adequately supported, history teachers in Indonesia can act as frontline peacebuilders, helping students develop critical thinking, historical empathy, and a commitment to nonviolence. Moreover, advocacy networks play a crucial role in enabling educators to address topics such as mass violence, displacement, and state-perpetrated injustice in ways that foster healing rather than deepen polarization. By contextualizing peace education within Indonesia’s unique socio-political landscape, this paper contributes to the global discourse on post-conflict education and provides practical pathways for integrating historical accountability into curriculum and teacher training programs.</dc:description>
	<dc:publisher xml:lang="en">Universitas Negeri Semarang</dc:publisher>
	<dc:date>2025-09-18</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unnes.ac.id/journals/ijals/article/view/30584</dc:identifier>
	<dc:identifier>10.15294/ijals.v7i2.30584</dc:identifier>
	<dc:source xml:lang="en">Indonesian Journal of Advocacy and Legal Services; Vol. 7 No. 2 (2025): Contemporary Issues on Advocacy and Legal Services; 381-430</dc:source>
	<dc:source>2686-2611</dc:source>
	<dc:source>2686-2085</dc:source>
	<dc:source>10.15294/ijals.v7i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/journals/ijals/article/view/30584/6137</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Tsabit Azinar Ahmad, Nurasiah Nurasiah, Syaiful Amin, Ahmad Sohabudin, Ridwan Arifin (Author)</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
</oai_dc:dc>