Indonesia’s Official History Book Raises Teachers’ Concerns Over Narrative Control

The release of a new Indonesian National History Book by the Ministry of Culture has sparked concern among history teachers, who fear the state-backed publication could standardize historical narratives and limit critical thinking in classrooms.

Risk of Marginalizing Alternative Histories

Teachers argue the book, intended as a unifying reference, risks being positioned as the sole authoritative account of Indonesia’s past. Prakoso Tio, a history teacher at SMAN 11 Bekasi, said the government’s initiative is a rare moment in Indonesian historiography, marking only the second time the state has officially authored and distributed a national history book to schools, following a publication in 1976 coordinated by Nugroho Notosusanto.

“This is a large-scale and ambitious project, something we have not seen for decades,” Prakoso said during a discussion on December 19, 2025.

Unlike the Indonesian History in the Flow of History (IDAS) series published in the early 2000s, the new book is designed to be the primary learning reference.

Prakoso warned that labeling a single narrative as “official history” could sideline alternative perspectives, potentially rendering unincluded stories irrelevant or inaccurate. “When a narrative is defined as official, other histories risk being treated as unimportant or untrue,” he said.

He cited the example of the 1870 peasant rebellion in Bekasi, a local event he regularly teaches but which does not appear in the national history book. “If it does not enter the official narrative, local history may eventually be considered non-existent,” he said.

Between Academic Goals and Political Interests

The national history book aims to present an Indonesia-centric narrative and move away from colonial bias. While acknowledging the academic legitimacy of this objective, Prakoso cautioned that it is vulnerable to being drawn into identity politics.

“In national history, some stories are emphasized while others are removed. This is not purely an academic process, but also a matter of power,” he said. Referencing historian Asvi Warman Adam, Prakoso noted that national history writing often becomes a battleground between historical scholarship and political interests. He also cited Jason Stanley’s book Erasing History, which discusses how states may seek legitimacy by controlling narratives of the past.

“A state that lacks confidence often begins to manage its history,” Prakoso said.

Teachers Caught in a Dilemma

The release of the official national history book creates a dilemma for educators, potentially positioning them as transmitters of the state’s narrative while simultaneously being expected to foster critical thinking among students. “If teachers only repeat one version, that is not history education, but indoctrination,” Prakoso said.

He emphasized that teachers still have room to adopt a critical approach under the Learning Achievement (CP) framework outlined in the Chief of BSKAP’s Decision No. 46 of 2025, which stresses deep learning, historical thinking skills, source literacy, and inquiry-based research. “CP provides pedagogical autonomy for teachers,” he said.

History as a Space for Inquiry

Prakoso argued that if the national history book is introduced in schools, it should be treated as one source among many, not as the sole truth. He suggested teachers could use the book as a tool for discussion, examining what is included, what is excluded, and the reasons behind those choices.

He also stressed the importance of continuing to teach sensitive chapters of Indonesia’s past, including the events of 1965 and 1998, arguing that history education should address national tragedies, not solely focus on heroic narratives. “The goal is not to instill hatred, but to develop critical thinking and empathy,” he said.

Prakoso concluded that while the state will always have interests in shaping narratives of the past, history teachers should not simply act as couriers of official versions. “If students are taught only one version of history, they are not learning history, they are learning obedience,” he said.

Tempo has sought responses from Culture Minister Fadli Zon, Director General of Cultural Protection and Traditions Restu Gunawan, and historian Susanto Zuhdi, one of the book’s authors. As of publication, none had responded.