ABSTRACT
This study aimed to explain teachers' efforts into cultural literacy citizenship of integrating Minangkabau local wisdom to civic education in elementary schools. The research was conducted with a qualitative approach to Minangkabau cultural artifacts such as literature, speech, and customs. The ethno pedagogical approach was also used to examine the substance and cultural strategy of learning by fourth-grade teachers from two schools selected purposely. The research findings illustrated that teachers' success in developing learning with a literacy cultural citizenship orientation was supported by students' cultural homogeneity, teachers as native, and teacher competence. The third finding provides an insight that contextualization, a sense of belonging to a culture, and teacher professionalism need to be considered in developing cultural citizenship literacy-oriented learning. Thus, the study recommends that attention is needed for a multicultural and multiethnic context so that more local and national cultures can be introduced in teacher training institutions.
