<![CDATA[Rural Islamic boarding schools negotiate religious authority and cultural diversity within communities shaped by collective historical memory, yet their everyday mechanisms of identity preservation remain insufficiently explained. This qualitative intrinsic case study examined how the As’adiyah Belawa Baru pesantren sustains Bugis-Luwu identity and promotes inclusive social relations in Malangke, Indonesia. Fieldwork conducted from June to September 2026 involved 18 purposively selected informants, semi-structured interviews, 24 observation visits, and documentary analysis. The findings identify three interrelated mechanisms: the use of Bugis language and culturally responsive Islamic instruction; the habituation of siri’ na pesse, sipakatau, sipakalebbi, and sipakainge through peer relations and community assistance; and the translation of tawhid, taqwa, tawassuth, and tasamuh into everyday cooperation and conflict mediation. Interview testimony and field observations indicate that collective memory is reproduced through pedagogical and social practices rather than preserved solely through historical symbols. The study conceptualizes this process as collective memory-based pluralism, while recognizing the risks of exclusionary honor norms. The findings imply that culturally grounded pesantren education can support inclusive character formation when accompanied by transparent safeguarding, reflective supervision, and dialogue across community groups.]]>
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