Enacting everyday multiculturalism: comparative perspectives from three senior high schools in Indonesia

Purpose This study aims to explore how multiculturalism is implemented and enacted in the everyday practices of Indonesian senior high schools located in a culturally diverse urban context. While multicultural education is often framed as a curricular component or policy objective, this research examines how it is manifested in daily interactions, school culture and institutional practices. Design/methodology/approach A qualitative multiple case study design was employed, involving three high schools in the Special Region of Yogyakarta, Indonesia, a region known for its sociocultural diversity and educational inclusivity. Data were collected through in-depth interviews, classroom observations and document analysis. Reflexive thematic analysis was used to interpret the data and identify key patterns of multicultural engagement. Findings The findings show that multiculturalism is practiced through religious accommodation, inclusive language policies, student welfare initiatives, interfaith dialogue programs and democratic participation. These elements demonstrate a shift from formalistic tolerance to an embedded form of everyday multiculturalism characterized by empathy, mutual respect and shared civic responsibility among students, staff and educators. Originality/value This study contributes to the literature on multicultural education by emphasizing the significance of everyday school practices and institutional ethos in fostering inclusive and peace-oriented learning environments. By offering empirical insights from a non-Western context, thereby offering one of the first comparative empirical accounts of everyday multiculturalism from Indonesian high schools, the study broadens the global understanding of how multicultural values can be sustained within public education systems.