Reconstructing Rapulung Local Wisdom as an Innovation in Social Studies Learning to Address Globalization Challenges
DOI:
https://doi.org/10.59944/postaxial.v3i4.2215Keywords:
Cultural sustainability, Globalization, Local wisdom, Rapulung, Social studies educationAbstract
Globalization intensifies cultural homogenization and polarized public debate, challenging social studies education to connect cultural identity with evidence-based civic reasoning. This integrative literature review reconstructs Rapulung, a customary deliberative practice in Sumbawa, as a classroom learning procedure rather than merely a cultural topic. Fifty relevant sources published mainly during 2016–2026 were assembled; 34 formed the core thematic corpus and 16 supplied methodological, contextual, and policy foundations. The synthesis connects accounts of Rapulung with research on ethnopedagogy, critical thinking, social conflict, and global competence. Its original contribution is a five-phase framework integrating contextual issue formulation, evidence and perspective mapping, structured deliberation, accountable collective decisions, and global–local reflection. Five interrelated principles inform the framework: deliberation, equality of voice, reason-giving, consensus-seeking, and collective responsibility. Thematic evidence provides conceptual support for these design choices, but does not establish the effectiveness of the proposed framework in classrooms. Critical reasoning, conflict resolution literacy, cultural identity, and global competence are therefore specified as intended learning outcomes requiring empirical validation. Implementation requires equitable participation, protection of dissent, culturally sensitive facilitation, and transparent evidence standards. Rapulung is thus positioned as a locally grounded yet critically adaptable approach to social studies learning under globalization
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