Navigating The Nuances of Cultural Diplomacy: A Decolonial Case Study of Pre-Service Teachers’ Multicultural Capital in Bipa Instruction

Hani Atus Sholikhah; Chrisnatama Tangguh Prasetyo; Khalidatun Nuzula; Astrid Yulinda Putri

Authors

Hani Atus Sholikhah Universitas Sriwijaya, Sumatera Selatan
Chrisnatama Tangguh Prasetyo Universitas Sriwijaya, Sumatera Selatan
Khalidatun Nuzula Universitas Sriwijaya, Sumatera Selatan
Astrid Yulinda Putri Universitas Sriwijaya, Sumatera Selatan

Keywords:

Decolonizing Pedagogy; BIPA Instruction; Local Wisdom; Critical Case Study; Pre-Service Teachers

Abstract

Traditional foreign language pedagogy often traps pre-service teachers within rigid structural frameworks, isolating grammar mechanics from rich cultural realities. In Teaching Indonesian as a Foreign Language (BIPA), there is an urgent need to decolonize this approach. Leveraging future educators' multicultural backgrounds can transform BIPA classrooms into decentralized, pluralistic spaces for cultural diplomacy. This critical case study investigates how ethnically diverse pre-service teachers execute the integration of Nusantara cultural assets into modern BIPA teaching frameworks to avoid rigid, textbook-bound instruction. A qualitative critical case study was conducted involving 100 pre-service teachers from various Indonesian regions (Sumatra, Java, Kalimantan, Sulawesi) enrolled in the BIPA pedagogy course at Universitas Sriwijaya. Data were gathered through teaching portfolios, localized lesson plans, reflective journals, and semi-structured focus group discussions, followed by critical thematic analysis. The study revealed five prominent dimensions of localized pedagogical integration engineered by the participants: (1) Cross-Regional Ethnolinguistic Integration: replacing sterile grammar drills with regional oral traditions and folktales to teach indirect communication styles; (2) Material Materialization: transforming physical cultural heritage (e.g., Songket, Batik, traditional architectures) into advanced descriptive reading and vocabulary lessons; (3) Pluralistic Gastronomic Pedagogy: utilizing diverse culinary philosophies (e.g., Pempek, Rendang) to teach procedural texts and temporal adverbs contextualized in regional histories; (4) Multi-Ethnic Performing Arts: incorporating regional music and dances (e.g., Saman dance, puppetry) to lower foreign learners' affective filters; and (5) Pedagogical Tension: experiencing severe psychological friction and institutional dependency due to clashes between fluid, localized decolonial practices and rigid national standardized competency guidelines (SKKNI). For recommendation, BIPA teacher preparation programs must shift from structural linguistic models toward culturally-sustained, decentralized frameworks. Institutions should offer flexible curricular spaces that allow future educators to leverage their indigenous cultural capital alongside structured opportunities for practical teaching exposure with actual foreign learners.

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