<![CDATA[This study aims to deconstruct the narration of tolerance, intolerance, and radicalism in handbook PkN for grade XII Kurikulum Merdeka. This study employs critical discourse analysis deconstruction theoretical framework. The findings reveal three main theses. First, the textbook constructs "tolerance" as procedural compliance with the state's definition, rather than as substantive dialogue open to ambiguity and irreconcilable differences. Second, the narratives of intolerance and radicalism are built upon hierarchical binary oppositions (Pancasila versus other ideologies; tolerant versus intolerant; nationalism versus radicalism) that oversimplify historical and political complexities while simultaneously suppressing the trace of controversial cases implicating the state as an agent of intolerance. Third, the textbook contains significant internal contradictions, including "repressive tolerance" (the state enforces tolerance through threats of symbolic and legal violence) as well as a gap between the acknowledgment of structural discrimination and the absence of critique regarding the state's role in reproducing exclusion. This research contributes to the enrichment of critical curriculum studies in the Indonesian context, specifically in illuminating how the state, through curriculum and textbooks, shapes official discourse on the boundaries of tolerance while simultaneously foreclosing the possibility of honest public deliberation about democracy's internal contradictions. Its pedagogical implications underscore the need to develop critical reading skills for both teachers and students, along with policy recommendations for textbooks to open spaces for discussing the ethical dilemmas of tolerance rather than merely presenting ready-made values.]]>
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