Representing the ‘Other’ in Indonesian Digital Children’s Books: A Critical Discourse Analysis of the BUDI Platform
DOI:
https://doi.org/10.35445/alishlah.v18i3.9790Keywords:
Children's literature, The Other, Inclusive educationAbstract
Children's literature plays a significant role in shaping cultural identities and understandings of diversity. However, government-supported digital children's books may reproduce marginalizing representations despite promoting inclusive values. This study examines how the “Other” (liyan) is constructed in Indonesian digital children's books available on the BUDI platform and explores its implications for inclusive education. Employing qualitative critical discourse analysis, this study examined eight purposively selected children's books representing diverse cultural contexts and educational levels. Data were analyzed through Stuart Hall's representation theory, Fuad Hassan's kami–kita distinction, and Kress and van Leeuwen's multimodal framework. Textual and visual analyses focused on narrative perspectives, character positioning, cultural representations, and inclusion–exclusion dynamics. Three representational approaches emerged: ethnographic documentation, cross-cultural encounters, and animal allegories. Although these approaches promoted cultural pride, mutual understanding, and acceptance, they also revealed patterns of internal othering. These patterns appeared through portrayals of traditional communities as lacking modern infrastructure, cultural practices as spectacles, and marginalized individuals as passive victims. Insider narratives emphasized cultural identity, whereas cross-cultural encounters illustrated transformations from exclusive kami to inclusive kita. The findings demonstrate that government-supported children's literature can simultaneously promote inclusivity and reproduce subtle cultural hierarchies. The study highlights the importance of critical literacy practices and culturally responsive representations in developing inclusive educational materials.
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