Pasang ri Kajang as a Cultural Tool for Multicultural Islamic Education
DOI:
https://doi.org/10.21093/di.v26i2.13258Keywords:
cultural tools; indigenous education; multicultural Islamic education; pasang ri kajangAbstract
This study examines how Pasang ri Kajang, the orally transmitted normative system of the Ammatoa Kajang indigenous community in South Sulawesi, functions as a cultural tool for internalizing Islamic and multicultural educational values. Data were generated during approximately three months of field engagement through ethnographic interviews with 13 purposively selected participants, participant observation, field notes, and analysis of documents and cultural artefacts. Following Spradley, the analysis proceeded through domain, taxonomic, componential, and cultural-theme analysis. The findings showed that Pasang works not as a single text but as an ecology of interrelated tools: Konjo terms, moral narratives, black clothing and barefoot practice, customary meetings, exemplary leadership, reciprocal labour, and forest rules. These tools mediate the internalization of monotheism, simplicity, honesty, responsibility, solidarity, and ecological stewardship through modelling, habituation, participation, dialogic interpretation, and normative reinforcement. The multicultural dimension appears in equal treatment across social rank, openness to visitors of different beliefs, cultural translation of Islamic concepts, and cooperation extending beyond kinship. However, this inclusivity operates within firm customary boundaries and should not be romanticized as unrestricted pluralism. The study contributes a process-oriented account of Indigenous Islamic education by showing how local culture actively organizes learning, conduct, and moral accountability. It recommends context-sensitive collaboration among customary leaders, religious educators, schools, and communities while preserving Indigenous authority over cultural knowledge.
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