Resistance and Reclamation

Folktales as Decolonization Praxis in Indonesia’s Primary Curriculum – A Focus on East Nusa Tenggara

Abstract

This systematic review examines how East Nusa Tenggara (NTT) folktales have been studied, implemented, and theorized in Indonesia’s primary education literature (2010–2025). Using PRISMA procedures, I synthesize empirical, pedagogical, and policy research through third space theory, Indigenous storywork, and decolonial theory. Findings indicate folktales function as linguistically and pedagogically rich resources supporting multilingual identity, multimodal learning, and community-rooted moral reasoning. However, their transformative potential is constrained by assessment regimes, centralized curricular logics, and uneven teacher preparedness. I interpret these patterns as decolonial pause. The review proposes a framework emphasizing linguistic sovereignty, multimodality, and assessment reform to move folktale integration beyond tokenistic inclusion.