Representing Ethnic Identity in Klasika Kompas Children’s Stories and Its Implications for Developing Multicultural Literacy Materials in Elementary Schools
Year: 2026
Type: article
Abstract: Culturally diverse children’s literature offers opportunities for multicultural literacy, yet the presence of regional symbols does not necessarily indicate meaningful ethnic representation. This study examines how ethnic identity is constructed in twenty Klasika Kompas children’s stories published between April 2025 and March 2026 and explores their implications for elementary school literacy materials. Employing qualitative thematic content analysis supported by NVivo, the study investigates three dimensions: ethnic and regional identity markers, local traditions and cultural practices, and local wisdom in human–nature relationships. Findings reveal that identity markers appeared in nineteen stories, generating 194 coding references, whereas cultural practices occurred in eight stories and human–nature relationships in nine. Character names dominated the coding patterns, while regional languages, culturally situated practices, and traditional ecological knowledge received comparatively limited representation. Further analysis distinguishes symbolic references, which primarily establish characters and settings, from substantive representations embedded in social interactions, cultural activities, and narrative development. These findings suggest that multicultural literacy materials should be selected according to contextual depth and narrative function rather than cultural visibility alone. The study contributes a text-based analytical foundation for designing literacy activities involving cultural identification, contextual interpretation, comparison, and critical reflection. However, the proposed pedagogical applications remain conceptual and require expert validation and classroom-based evaluation before their instructional effectiveness can be established.
Language: English
Subfield: Cultural Studies
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7225375522