Peace Values Through Photovoice: A PALAR Project with Indonesian EFL Islamic Secondary Teachers

The Indonesian secondary curriculum emphasizes character or values education in all subjects, including English. The curriculum strongly encourages peace values alongside the values of religiosity and nationalism (Qoyyimah, 2016). These values are described by Affandi and Anggraeni (2019, p. 6) as including principles of “justice, democracy, tolerance, solidarity, cooperation, pluralism, cultural diversity, dialogue, and [intercultural] understanding.” The promotion of peace values is particularly pertinent in Indonesia due to its cultural, ethnic, linguistic, and religious diversity, which has the potential to trigger conflict and violence. As Islam is the largest religion in Indonesia, it is of particular importance to promote peace values amongst young people within this population group.

The most recent core Indonesian curriculum and English as a Foreign Language (EFL) curriculum promote peace and respect for cultural, religious, and ethnic diversity expecting teachers to infuse these values into the curriculum with materials aligned with local needs, and the students’ cultural and religious backgrounds. Although definitions of peace education curricula vary, in this context, we focus on pedagogies that aim to enhance care, tolerance, minimize prejudice, and assist students in moving beyond personal experiences and prejudices to understanding the needs and experiences of other religions and ethnicities (Wibowo, 2021).