| Summary: | This article examines how perspectives on decolonization have evolved in Indonesian and Dutch history education from 1950 to 2025, focusing on the portrayal of the Revolusi (Indonesian Revolution, 1945–49) through a comparative, transnational lens. In Indonesia, history education has been a key tool for nation-building, initially emphasizing a heroic, militaristic narrative that foregrounded anti-Dutch resistance and excluded alternative perspectives, especially under the New Order regime. Conversely, Dutch textbooks initially marginalized or omitted the Revolusi, reflecting a process of "unremembering" colonial violence, but gradually incorporated more critical and pluralistic accounts, including Indonesian viewpoints, while still grappling with colonial legacies and selective silences. The article highlights how transnational memory flows, such as the contested use of the term Bersiap and recent Dutch cultural interventions, have complicated and diversified these national narratives, illustrating that decolonizing history education involves not only content revision but also reconfiguring interpretive frameworks, emotional tones, and power dynamics embedded in educational materials.
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