Cultural and Social Identity Formation in Multicultural Islamic Elementary Schools: A Social Studies Perspective

Abstract

Cultural and social identity formation in multicultural educational settings has become a critical issue in contemporary Islamic schooling, particularly at the elementary level where foundational values are internalized. This study aims to examine how social studies learning contributes to the development of students’ cultural and social identities in multicultural Islamic elementary schools. A qualitative case study design was employed, involving classroom observations, in-depth interviews with teachers and students, and document analysis of instructional materials. Data were analyzed through thematic coding to identify patterns of identity construction, value negotiation, and intercultural interaction. The findings reveal that social studies education plays a significant role in mediating identity formation by integrating religious values, local cultural narratives, and national identity frameworks. Instructional practices that emphasize dialogue, storytelling, and contextual learning enable students to negotiate multiple identities—religious, cultural, and civic—within a harmonious framework. However, tensions emerge when dominant cultural narratives overshadow minority perspectives, potentially limiting inclusive identity development.