Cultural Identity Transmission through Jaranan Dance Education among Indonesian Diaspora Students in Malaysia
Keywords:
Traditional Dance, Jaranan, Cultural Identity, Diaspora, Embodied LearningAbstract
Traditional arts education plays a crucial role in sustaining cultural identity among diaspora communities. This study examines Jaranan dance education as a medium for cultural identity transmission among Indonesian diaspora students in Malaysia. Employing a qualitative case study approach, the research was conducted at Sekolah Indonesia Kuala Lumpur (SIKL) and involved participant observation, documentation, and reflective field notes. Data were analyzed using interpretive thematic analysis. The findings reveal that Jaranan learning functions as an embodied cultural practice through which students internalize discipline, collective values, and emotional attachment to Indonesian cultural heritage. The learning process fosters cultural awareness, social belonging, and a sense of pride among students who grow up in a transnational environment. Rather than functioning solely as an aesthetic activity, Jaranan operates as a pedagogical medium that enables students to experience cultural identity through bodily engagement and collective practice. This study contributes to discussions on arts education and diaspora studies by demonstrating how traditional dance can serve as an effective tool for cultural transmission and identity formation in diaspora contexts. The findings underscore the importance of integrating traditional arts into educational programs for sustaining cultural continuity among overseas communities.
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