<![CDATA[Educational access and quality remain unequal for ethnic minority communities in Eastern Indonesia, reflecting broader patterns of structural marginalization. This paper explores how educational policies, cultural norms, and local governance practices impact minority children’s access to schooling and other public services. Using mixed-methods research, including surveys, interviews, and policy analysis in Papua and Maluku, the study identifies systemic barriers such as language differences, geographic isolation, and discriminatory attitudes. The research emphasizes the role of inclusive educational policies and culturally sensitive teaching approaches in promoting social equity. By situating Indonesia’s challenges within the global discourse on minority education rights, the study provides recommendations for policymakers, educators, and civil society organizations to foster equitable access and ensure that minority communities receive justice through educational opportunities.]]>
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