BandungBergerak.id – History reflects a nation’s identity, but it is often fractured and reshaped by the “victors” of each era, presenting a distorted portrayal and resulting in a biased version of events that emphasizes the image of nationalism. In Indonesia, the school curriculum filters historical narratives through a lens of nationalism, glorifying independence or ancient empires while sidelining marginalized voices. In contrast, literature offers a multidimensional alternative that captures the emotions and struggles missing from textbooks. For instance, in her novel Namaku Alam (2024), Leila S. Chudori highlights that history is usually written from the perspective of the governing elite, ignoring the stories of marginalized groups such as the missing activists from the 1998 Reformation and their abandoned families. This selective storytelling results in a narrow understanding of the past for younger generations.

Indonesia’s history education has often been shaped by nationalist narratives, which can obscure the complexities and contradictions of the past. In contrast, literature, such as Leila S. Chudori’s Laut Bercerita and Namaku Alam, or Pramoedya Ananta Toer’s Bumi Manusia, Soe Hok Gie's Catatan Seorang Demonstran, and Ahmad Tohari's Ronggeng Dukuh Paruk, offers vital counter-narratives that highlight marginalized histories and cultural struggles. The suppression of these literary works at the time demonstrates how unsettling they were to those in power. By examining the limitations of official history education, the courageous role of literature in challenging dominant narratives, and the far-reaching impact of censorship, it becomes clear that history, literature, and culture are closely intertwined and continually shaped by the ongoing struggle between truth and authority.

History education in Indonesian schools often emphasizes selective narratives, focusing on nationalist triumphs, such as the struggle for independence or the glory of ancient kingdoms. For most part, textbooks serve as the primary source from which students learn about this country’s history. However, history teaching in Indonesia frequently reinforces political power, overshadowing critical perspectives and alternative voices (Nordholt, 2006).

The predominant teaching approach, which centers on memorizing facts rather than fostering analysis, prevents students from questioning official narratives or exploring other perspectives. For example, the contributions of marginalized groups, such as Chinese communities or women, are rarely discussed, leading to a limited understanding of Indonesia’s cultural diversity. This selective representation aligns with the arguments made by Purwanta (2022) in his study of high school textbooks during the New Order era. He found that history education was used as a political tool to promote state ideologies while neglecting local cultures and alternative narratives. This selective representation also distorts historical truth and fosters a narrow cultural identity, leaving younger generations disconnected from the complexities of their heritage. Such limitations highlight the need for alternative sources that can uncover the suppressed voices of Indonesia’s past. To illustrate how power shapes historical truth, we turn to a specific case: the G30S/PKI narrative.

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History and Political Legitimacy

The portrayal of the G30S/PKI (30 September Movement/Indonesian Communist Party) in textbooks is often associated with mass violence. The event is typically presented as a black-and-white narrative in the official curriculum textbooks. The PKI is depicted as the unequivocal villain, while the military is portrayed as the heroic savior, justifying their mass killings as necessary acts of national salvation (Roosa, 2006). This narrative stigmatizes certain groups and leaves no room for critical discussion, compelling us to view history from a one-dimensional aspect. Written by those in power at the time, this portrayal serves more to support political legitimacy than to convey historical truth. As a result, the younger generation misses the opportunity to understand the complexity of Indonesian history. When history is presented narrowly, it becomes difficult for young people to appreciate Indonesia’s cultural diversity or to understand the roots of social conflicts that continue to be relevant today. In contrast, literature offers a more humanized, emotional, and multidimensional narrative. This perspective highlights how selective narratives –shaped by those in power– can limit young people’s ability to fully comprehend the richness and contradictions of their past. Rather than relying on manipulated historical narratives such as G30S/PKI, we turn to literature, which offers a more inclusive and emotional reflection of history and culture.

Literature uniquely brings history to life, transforming it into an emotional and meaningful experience. Unlike dry textbooks, literature captures the voices of marginalized individuals and explores social dynamics. Pramoedya Ananta Toer’s Bumi Manusia (1980) depicts the injustices of Dutch colonialism from an indigenous perspective, revealing social struggles that are rarely discussed in educational settings. The novel emphasizes the value of humanity amidst colonial oppression, highlighting the voices of the marginalized that official histories tend to ignore. As Pramoedya Ananta Toer asserts in Bumi Manusia (1980), individuals can only truly understand themselves by uncovering their history, as it holds the key to their identity.

During the New Order era, Pramoedya's books, particularly the Tetralogi Buru, were banned because they challenged the government's version of history. The regime considered the books dangerous because they criticized colonialism and inequality, which threatened their nationalist narrative. Books that explored Indonesia’s brutal past were often blocked, yet they played a crucial role in preserving collective memories. Poetry, such as Chairil Anwar’s Karawang-Bekasi and Aku, evokes the nationalist spirit and existential struggles of the revolutionary era. By illuminating the human experience behind historical events, literature enhances our understanding of Indonesia’s complex past.

Literature continues to shed light on suppressed histories, particularly regarding the trauma experienced in modern Indonesia. Leila S. Chudori’s novels Laut Bercerita and Namaku Alam bring to life the trauma of the 1998 Reformation activists. The novels provide us with a deeper understanding and different perspective of the 1998 riots in this country, showing that they involved more than just widespread material damage to facilities. Furthermore, the novels highlight the oppressive nature of the regime at the time –activists were silenced through intimidation, violence, and, in some cases, murder. These novels capture the emotional weight of brutal eras in Indonesia and remind us that history is often carried by those who have been silenced or erased.

Poetry, such as W.S. Rendra’s Aku Tulis Pamplet Ini, expresses the social tensions of its time, giving voice to cultural struggles that are often ignored by official narratives. However, the power of such works usually makes them targets of censorship.

To Challenge Biased Historical Narratives

The censorship of literary works highlights the significant influence literature can have. For example, Pramoedya Ananta Toer’s novels Bumi Manusia and Tetralogi Buru were banned during the New Order era because they criticized colonialism and social inequality. These works challenged the regime’s nationalist narrative (Zurbuchen, 2006) by revealing the injustices and complexities of history, contrasting with the New Order’s oversimplified, nationalist narrative that concealed past wrongs. These works have fortunately endured despite being banned, and they are often read discreetly in safe places. Later, they were revived through reprints and digital platforms, as evidence of their timeless relevance. For young readers, literature offers a chance to uncover these hidden stories, ranging from the hardships of colonialism to the struggles of political turmoil. By exploring these narratives, they can better understand the cultural and social forces that have shaped Indonesia, promoting a broader and more inclusive view of their history.

In today's age, where technology has made access to literary works much easier, the youth have the potential to challenge biased historical narratives through literature. They can explore aspects of history that are often overlooked in textbooks in this country. With platforms such as e-books, social media, and online communities, young readers can access works like Pramoedya Ananta Toer’s Bumi Manusia, Soe Hok Gie’s Catatan Seorang Demonstran, and Leila S. Chudori’s Namaku Alam, all free from the censorship of past regimes. Literature, though often regarded as a “fictional” work, provides a broader lens for the youth to understand history from a multidimensional perspective. It reveals not only the positive aspects but also the painful truths of the untold stories that textbooks often ignore. Namaku Alam, for example, shows the suppressed struggles of the 1998 Reformation activists, encouraging young readers to critically examine official narratives through online discussions.

Literature and history should complement each other rather than serve as divisive forces. To read even more is to change even more widely. Additionally, incorporating contemporary works such as Laut Bercerita or Ronggeng Dukuh Paruk into school curricula can enhance our historical understanding by highlighting marginalized narratives, such as those of rural communities after 1965 or the traumas experienced by activists. This approach supports youth in their digital explorations. By reading, speaking, and discussing literary works, the youth can speak even louder and express not only their own perspectives but also those of their communities, cultural struggles, and social tensions, particularly in the face of social injustice. Contemporary works like Laut Bercerita offer fresh perspectives that can enhance cultural understanding beyond traditional textbook narratives when incorporated into educational settings. Young individuals can raise awareness about the importance of reading literary works, using them as a means to develop critical thinking skills and broaden their perspectives. Furthermore, engaging with literature can serve as a medium for “remembering” diverse historical narratives, making literature a powerful tool that transcends time and eras.

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