Analytical Drawing as an Instrument for the Decolonization of Knowledge: Implementing the Tri-N Paradigm to Reconstruct Marginalized Historical Narratives in Museums

DOI

10.2991/978-2-38476-624-6_20How to use a DOI?

Keywords

Analytical Drawing; Decolonization of Knowledge; Tri-N; Critical Pedagogy; Museum

Abstract

Museums today have transformed from mere institutions of physical preservation into dynamic platforms for informal public education; however, in practice, many remain trapped in the “banking model of education,” which presents single authoritative narratives and focuses on “Great Man History” while neglecting broader human experiences. This research aims to document and analyze the implementation of analytical drawing as an instrument for the decolonization of knowledge within the museum environment using a Participatory Action Research (PAR) framework that synthesizes Ki Hadjar Dewantara’s educational paradigm—through the Tri-N stages (Niteni or observing, Nirokke or imitating, and Nambahi or adding/innovating)—with Paulo Freire’s critical pedagogy. Student visual data were analysed using a modification of Edmund Feldman’s art criticism method, encompassing description, formal analysis, and interpretation, revealing that analytical drawing successfully triggers students’ critical consciousness to identify “historical silences” and perform narrative interventions through honest visual speculation. Ultimately, this process transforms the museum into a site of dialectics, empowering students as “Manusia Merdeka” (Independent Individuals) who possess sovereignty over their own knowledge and historical imagination.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Mochamad Hasrul Indrabakti
PY  - 2026
DA  - 2026/10/19
TI  - Analytical Drawing as an Instrument for the Decolonization of Knowledge: Implementing the Tri-N Paradigm to Reconstruct Marginalized Historical Narratives in Museums
BT  - Proceedings of the 3rd International Conference on History, Social Sciences, and Education (ICHSE 2026)
PB  - Atlantis Press
SP  - 267
EP  - 287
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-2-38476-624-6_20
DO  - 10.2991/978-2-38476-624-6_20
ID  - Indrabakti2026
ER  -