Public-Oriented Alternatives to Dominating Control of Schooling Exemplified by Raden Adjeng Kartini and Ki Hadjar’s Taman Siswa Schools in Indonesia

School curriculum in most countries is dominated by the interests of the corporate states that govern the world. Educational alternatives have emerged in many countries that represent a public that is disenfranchised with them. In Indonesia, the work of Raden Adjeng Kartini and Ki Hadjar Dewantara provides poignant illustrations of educators who developed writings and practices that offer alternatives to the corporate states or imperialist and colonial precursors to them. These two prominent Indonesian curriculum theorists/educators, Raden Adjeng Kartini (1879–1904) and Ki Hadjar Dewantara (1889–1959), their lives, their works regarding the education of indigenous Indonesians, and their influences upon Indonesian education illustrate such alternatives. Raden Adjeng Kartini’s contribution in education revolves around four main concerns, namely the conditions and the rights of girls and women in Indonesian society, specifically in Java; the influences of tradition and customs; modernity and educating Indonesians; and the mechanism of colonialization. Her letters between 1898 and 1904 are unique sources to better understand her curriculum craft on the importance of education for all. Ki Hadjar’s contributions in education are similar to those of Raden Adjeng Kartini. Ki Hadjar’s contribution can be studied through the work of Taman Siswa school. The important characteristics of Taman Siswa include its conceptual and physical establishment as perguruan or paguron, sense of family as an institutional and educational principle and approach, and the Among System.