Inclusive Education for Indigenous Papuan Children: A Sociocultural Perspective in Social Studies Education

Inclusive education in customary regions of Papua faces multidimensional challenges that are not only related to geographical limitations, inadequate facilities, and limited educator capacity, but are also deeply rooted in the social and cultural contexts of Indigenous communities. This article aims to analyze inclusive education for Indigenous Papuan children (Orang Asli Papua/OAP), particularly school dropouts, children with special needs, and children who exhibit behaviors outside prevailing social norms, through the lens of sociocultural foundations within Social Studies education. This study employs a conceptual approach based on a literature review by synthesizing previous research on cultural values, local languages, community structures, and customary practices in Indigenous education. The analysis reveals that inclusive education practices that neglect sociocultural contexts risk widening the gap between educational policies and the social realities experienced by OAP children. Conversely, the integration of local cultural values, contextual curriculum adaptation, and the active involvement of families and Indigenous communities can strengthen social participation, cultural identity, and the holistic development of children. This article emphasizes that inclusive education in Papua should be understood as a culturally responsive and sustainable social intervention strategy, with significant implications for the development of Social Studies education oriented toward social justice and community harmony. The contribution of this article lies in strengthening the conceptual framework of socioculturally grounded inclusive education within Social Studies scholarship, highlighting social justice, recognition of cultural identity, and the promotion of harmony within Indigenous communities.