Conflict and Peace Studies in Post-Suharto Indonesia

Abstract

Expectations that the end of Suharto's thirty-two years of authoritarian rule in Indonesia in 1998 would usher in an era of political reform, including the end to separatist rebellions, human rights abuses, and military impunity, were dashed by the intensification of old conflicts and outbreak of new forms of violence. Despite initial optimism, efforts to address human rights violations during the New Order stalled. This article surveys the various forms of conflict in Indonesia over the past twenty years and the major trends in scholarship, together with the smaller body of literature framed specifically in terms of peacebuilding. It concludes that much of the literature on peacebuilding has been driven by institutional interests and the incentives created by the funding of these institutions.

Legal Framework and Rule of Laws in The Context of Indonesia’s National Resilience

“…The result was bloody racialthemed conflicts and riots, which to this day are considered to be one of the worst human tragedies in Indonesian history. The rift mentioned, which plays a role as the priming cause of such conflict, was the product of 32 years long of how 'Orde Baru' or the New Order under Soeharto's presidency operates, which is prevalent with corruption, collusion, and nepotism ; (Kammen, 2023;Wang, Luo, & Wei, 2021). The unrest from the conflict was no doubt also impacted national security.…”

Islamic moderation in elementary school: strengthening the Aswaja Annadhliyah curriculum in preventing religious radicalism

“…This pattern is applied to education with various patterns and camouflages that develop [18]. The Jakarta Institute for Islam and peace studies found that 48.9% of students agreed with radicalism [19], PPIM UIN Jakarta's research said 34.3% of student and teacher respondents had an opinion of intolerance towards followers of religions outside Islam. Maarif Institute research explained the infiltration of radicalism values in schools through three doors, namely alums, teachers, and school policies [20].…”