Equality education for indigenous minorities still remains less known. This qualitative study explores educational opportunities for the indigenous Baduy children in Indonesia. Framed by critical pedagogy, findings of observations and interviews show that despite the provision of schooling by local government, most participating children and their parents are still resistant to formal education. Parents in this geographically isolated ethnic group have different perspectives on children's education and tend to ignore formal schooling. Participation rate in local primary schooling is low and informal education by a mobile instructor has become an alternative solution to boost children's literacy. Despite cultural tradition of child labor, Baduy parents may have experiential ways of preparing their children to become resilient and independent. Given the importance of equality education for sustainability, the study recommends some culturally responsive approaches to learning for minority children's future welfare as citizens.