Abstract

Some Indonesian teachers have entangled alternative versions in their teachings on the 1965 affair, a controversial vicious and political event in Indonesia, to counterbalance or even contest the communist coup narrative in the history lesson curriculum and school textbooks. Employing the sociological tools of Margaret Somers, this paper dissects the stories of eleven high school history teachers about what enables them to teach multiple interpretations of the 1965 affair. The inclusion of different accounts in their teachings is navigated by various narratives of the affair that they acquired or fabricated in certain socio-historical and political settings. However, teaching is far from an independent pedagogical action. Accordingly, the extent to which each teacher could easily teach multiple versions was related to surrounding actors inside or outside of the school and their narratives of the 1965 affair and communism, as well as perceived absence of any institutional practice to veto such teachings.

摘要

一些印度尼西亚教师在他们关于 1965 年事件的教学中纠缠了替代版本，这是印度尼西亚有争议的恶性政治事件，以平衡甚至挑战历史课课程和学校教科书中的共产政变叙述。本文运用玛格丽特·萨默斯的社会学工具，剖析了 11 位高中历史老师的故事，讲述了是什么让他们能够教授对 1965 年事件的多种解释。在他们的教义中包含不同的叙述是通过他们在某些社会历史和政治环境中获得或制造的事件的各种叙述来导航的。然而，教学远非独立的教学活动。因此，