<![CDATA[Art education in Indonesia currently faces challenges driven by the intensifying forces of globalization and digitalization. This situation has led to traditional art often being viewed merely as a ceremonial accompaniment or a form of entertainment, while the values, meanings, and knowledge embedded within it are increasingly marginalized. Furthermore, the dominance of Western approaches and methodologies in art education risks overlooking local cultural contexts. This article examines these issues through a critical analysis employing Jacques Derrida’s Deconstruction theory and Edward Said’s Postcolonialism theory. The impact of the digital era—which fosters the simplification and obscuring of traditional art's meaning—is also analyzed using Jean Baudrillard’s concept of Simulacra. Grounded in Paulo Freire’s Critical Pedagogy and Graeme Chalmers’ Multiculturalism, this approach positions the school as a learning space that actively engages with local culture, master artists, and various contemporary issues. Through this approach, art education is expected to strengthen local cultural identity while equipping students to navigate global challenges. The article offers a novel contribution by proposing a reconstruction of art education through an "Art Ethnopedagogy" approach, which contextually links aesthetics (the arts) with the life of the community.]]>
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