Abstract
This study aims to reveal elements of multicultural education in traditional culture of Muna, one of ethnic groups in Southeast Sulawesi, Indonesia, by employing a descriptive qualitative research method. Main informants of the study included maestros of tradition preservation, traditional prominent figures, main figures of the society, and youth figures. Data were collected by conducting participatory observations, in-depth interviews, and focused group discussions. The data were then analyzed by performing data reduction, data presentation, and conclusions drawing. Findings of the study showed that Munanese traditional culture contains values of multicultural education such as appreciation of others’ services and creations, harmoniously living with others, awareness of a fundamental nature of human as a creature subject to weaknesses, advocating the need to exhibit noble characters, recognition and respect of others’ right, high work ethic, and gender neutrality. These values of multicultural education are embedded in taboo tradition, traditional sayings, folklores, and traditional riddles.
Highlights
Every society has its own traditional culture and local wisdom which make it unique and at the same time becomes the characteristic of the society
Amid the crisis of values of modern culture today, traditional cultures are becoming an area of investigation for many circles, since it is believed that traditional cultures contain many local wisdoms that can offer solutions to the crisis of modern culture (Herman, 2016)
One form of local wisdoms contained in traditional cultures is ancient teaching about values of multicultural education that are rooted from experiences in life and are resulted from interactions between local people with their natural surroundings (Mungmachon, 2012)
Summary
Every society has its own traditional culture and local wisdom which make it unique and at the same time becomes the characteristic of the society. One form of local wisdoms contained in traditional cultures is ancient teaching about values of multicultural education that are rooted from experiences in life and are resulted from interactions between local people with their natural surroundings (Mungmachon, 2012). Proposing a similar opinion, Banks (2007) defines multiculturaleducation as a social policy that is based on certain principles of cultural preservation and showing respect to every member of a society, and is practiced by all members of the society, to manifest a democratic life that is ideal for a nation
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