Найдено 337
Ничего не найдено
Consolidating the Findings
Thoars C., Moltow D.
This chapter entails a consolidation of findings analysed from the case studies. These are discussed within an education engagement framework, focusing on the key dimensions of affective, cognitive, and behavioural engagement, with special emphasis on the affective domain. A range of factors that fell outside the engagement framework, which had significant impact on the youths’ trajectories, are discussed.
Youth Crime, Justice, and Recidivism
Thoars C., Moltow D.
This chapter considers the theoretical, institutional, and practical elements of youth justice and criminality. The nature and incidence of incarceration are discussed with reference to current research literature, as they are the key determinants of youth encounters with justice systems.
Introduction
Thoars C., Moltow D.
Case Studies
Thoars C., Moltow D.
This chapter introduces five case studies of youths whose encounters with the justice system were related to criminal activity and recidivism. Their stories contain detailed accounts of their school engagement experiences and their phenomenograpghic understandings of how these connected to their life trajectories, especially in regard to criminal activity and involvement with youth justice.
Education and Engagement
Thoars C., Moltow D.
This chapter includes a discussion of the key concepts that inform understandings of the dimensions of youth experiences of education and the connection between engagement in education, youth crime, and recidivism. These concepts are discussed with close reference to current research on the key issues and its attendant scholarship.
Children, Interests, Rights, and Justice
Thoars C., Moltow D.
This chapter introduces the reader to the book’s theoretical underpinnings, configured in relation to the moral and jurisprudential elements within which the presented analyses of student stories were framed. Consideration is given to the question of children’s rights, and how these play out in terms of the legal and youth justice milieux in which the subjects’ experiences were garnered, and to the duties to which these give rise.
Correction to: Japan’s International Cooperation in Education
Kayashima N., Kuroda K., Kitamura Y.
The (Dis-)Appearance of “(M)others”: The Roles of International Development Organizations on the Discourses of Women in Indonesia’s Early Childhood Education Programs
Pangastuti Y.
With massive support from international organisations, Indonesia has been one of the fastest-growing countries with the highest enrolment increase in Early Childhood Education (ECE). The rapid scaling up is known to be primarily supported by women. Unfortunately, the impacts of ECE on women remain under-recognized. On the community side, the early learning approach perpetuates the governmentalization of women and stigmatizes child-rearing done by low-income mothers. Meanwhile, on the side of policy, the ECE expansion program has mobilized and recruited women to serve as teachers and managers with meagre earnings and low-quality work conditions. At a glance, these practices may appear to be rooted in local social norms, disconnected from international organizations’ roles. However, In this article, I argue that, by turning a blind eye, international organizations have thus contributed to the re-traditionalization of women’s care work as unpaid labour and instrumentalization of middle-class caring values that turn poor women’s mothering into the practices of “Others”.
COVID-19 Widening the Gap in Education: Evidence from Urban Jakarta
Irhamni M., Sahadewo G.A.
Various studies provide evidence that inequality in educational inputs leads to inequality in achievement and long-term outcomes both in advanced and developing economies. The COVID-19 pandemic has been disrupting children's learning process and is suspected to create inequality in educational outcomes due to disparity in educational inputs. We conducted quantitative and qualitative studies to assess the scale and scope of inequality in the learning process during the COVID-19 pandemic in an urban setting of Jakarta. In particular, we launched an online survey and telephone interviews with representative parents and teachers of elementary school students in Jakarta. We find inequality in the learning from home process—across income and across schools with different poverty levels—such as access to learning materials to internet connection issues. We found that the learning from home process accentuates and exacerbates the pre-existing inequality. Our study suggests that the central and regional governments must formulate a policy to reduce inequality in the learning process during the COVID-19 pandemic. Such policy may reduce inequality in educational outcomes not only in the post-pandemic period but also in the long run.
The Part-Time Academic Identity: An “Englishman in New York”?
Adiningrum T.S.
The Indonesian academic profession is heavily regulated and monitored by the government. The rigid requirements, rules, and regulations are meant to maintain the quality and roles of the profession, but it also creates barriers and unwanted consequences such as low academic mobility and cost to apply for an academic job. Recruiting casual lecturers is a common practice in higher education institutions worldwide, especially with the massification of higher education. However, this strategy is becoming more difficult to implement in Indonesia with the government’s tight monitoring. This chapter presents the findings from two studies of Part-Time Academics (PTAs), which aim to explore their academic identity and the factors that contribute to it. The first study involved in-depth interviews with fourteen PTAs and eleven Full-Time Academics (FTAs) as the cross-cases. The results were able to provide insights into individuals and the way they experience the meso-structure of the academic profession. The second study was an observation of postings and replies in one Facebook group for Indonesian lecturers. Using keywords related to the academic profession, this study provides insights into the impacts of the meso- and macro- social structures of the academic profession. These findings provide a picture of a bitter-sweet profession: passionate teachers who do not really have a career path to pursue, or legal aliens (Legal alien is quoted from a song by Sting: “An Englishman in New York”) who are at risk of precarious employment, low pay, and entrapment in a bureaucratic system. As Sting said in his song: “I’m a legal alien, I’m an Englishman in New York”, there are some academics who meet all legal requirements to be considered full-time but live the life and conditions of part-time academics.
Introduction: Education in Indonesia—A Critical Introduction
Sakhiyya Z., Wijaya Mulya T.
This introductory chapter addresses issues of educational inequality in Indonesia and highlights the needs of critical approaches to investigate education in Indonesia. Critical approaches enable the analyses of the underlying structures and hegemonic discourses that have become the roots of various social injustices. This chapter explains the focus of the book, i.e. social justice in education, as the overarching theme in examining the contemporary Indonesian education system. It offers critical examinations of Indonesian education policies and practices by inviting contributions from critical scholars, academics, researchers, and practitioners to deepen their understanding of education in Indonesia.
Vocationalizing Education: The Dangers of Link-And-Match Paradigm for the Students’ Future
Subkhan E.
This chapter aims to illustrate how and why market-driven education through link-and-match paradigm endangers students’ futures in the Indonesian context. To meet market demand, the government endorses such policies to vocationalize various types and levels of education. In vocational education, it is done by proposing vocational school revitalization programs; while for general education, it is through the enactment of competency-based curriculum. By critically analyzing these policies, I argue that vocationalization of education endangers students’ future in at least three ways. First, there is a tendency that vocational schools would perpetuate inequity because the main design of the curriculum only gives the students technical skills and narrow or limited knowledge. Second, the design and implementation of competency-based curriculum at schools reduces the main purposes of education into technical skills or competencies. Thirdly, the content of the curriculum is still overloaded, to the extent that teachers are preoccupied with too many administrative tasks, and double standards of competency assessment (both from the school and the Vocational School Certification Agency). A more balanced curriculum design—between knowledge and skills—will be appropriate to reform the existing curriculum that overly emphasizes skills. Education should not merely produce skilled workers, but also transform society to be more democratic, humanist, and socially just.
Courts and the Right to Education in Indonesia
Rosser A., Joshi A.
Is litigation an effective strategy for promoting fulfillment of the right to education in developing country democracies? This paper examines this question by considering the Indonesian case. We argue that litigation related to the right to education (hereafter R2E litigation) in Indonesia has promoted fulfillment of that right by precipitating policy changes protecting or enhancing poor and marginalized citizens’ access to education. At the same time, however, its impact has been contingent on several factors: (i) the availability of accessible legal pathways for defending and promoting education rights; (ii) the willingness and capacity of NGOs to act as support structures for legal mobilization; (iii) support from key sections of the judiciary; and (iv) wider political mobilization supportive of litigants’ aims. Some of these factors no longer prevail, raising doubts about the likely future effectiveness of R2E litigation in Indonesia. The key lesson of the Indonesian case, we conclude, is thus: while litigation can be an effective means for promoting fulfillment of the right to education in developing country democracies, its effectiveness will differ across time and place reflecting variation in these factors.
Envisaging a Critical Sexuality Education in Indonesia: A Poststructuralist Offer
Wijaya Mulya T.
The current chapter engages with sexuality education in Indonesia, which currently is virtually non-existent. Based on my research on Indonesian young people’s sexual subjectivity, in this chapter, I argue that decisions regarding how young people should be educated about sexuality must consider young people’s own ways of being a sexual subject. As the study reveals, tensions between discourses of (religious) sexual morality, sexual health, sexual orientation, and sexual violence have characterized everyday socio-political-sexual practices in contemporary Indonesia. Following the current study’s findings about how Indonesian young people have engaged with, negotiated, and resisted these discourses in their ways of understanding sexuality, the chapter proposes a sexuality education approach that might be connected with the ways contemporary Indonesian young people understand themselves as a sexual being—one that recognizes Indonesian young people’s agency, is critical of the discursive operation of power, and therefore, may promote social and sexual justice.
Conclusion
Mulya T.W., Sakhiyya Z.
The chapters in this volume have begun to map the landscape of Indonesian education vis-à-vis equity and social justices through critical perspectives. Education is both not only having the potential to reproduce social inequality but also enabling social change. Whether as researchers, teachers, or policymakers, the complexity of policies and practices in education demands careful attention. In this concluding chapter, we reflect on the critical ideas and insights laid out throughout the volume.
A Critical Narrative Inquiry into the Struggles and Agency of English Language Learners from “Underdeveloped” Regions in West Kalimantan
Mambu J.E., Kurniawan A.
Undergraduate English language education students from “underdeveloped” regions in West Kalimantan need to be able to develop their local communities in due course, as expected by the local government and the students themselves. It is hence necessary for critically oriented teacher educators to identify the students’ struggles and agency (or capacity to cope with economic, physical, or psychological constraining structures) in the past and present, especially during the COVID-19 pandemic, as well as future projections. With that goal, a critical narrative inquiry methodology was employed. The researchers elicited the 14 first-year undergraduate students’ language learning histories, reflections in a Critical Reading course, and their thoughts on English language learning during the pandemic at a Christian university in Central Java. Findings suggest that despite constraining structures, the students could exercise their agency when learning English before entering the university and during their undergraduate studies. Furthermore, they could agentively envision what they would do after graduating from the university, which calls for concerted efforts on the part of teacher educators, the students themselves, and the local government in West Kalimantan to form agents of change.
Changing Knowledge Production in Indonesian Higher Education: Is It a Bare Pedagogy?
Gaus N., Tang M.
The neoliberal ideology that is driven by market or corporate principles has gained a prominent place in knowledge production in higher education in Indonesia. Over the course of its application, there have emerged changing discourses or underlying assumptions in the way knowledge is predicated upon and produced. Previously, knowledge production was embedded in the notions of democratic, cultural, and moral values. Yet, this has now shifted to the notion of a corporate ethos that foregrounds the culture of efficiency, competitiveness, effectiveness, individualism, and rationality. The aftermath of such a shift in higher education, in knowledge production, in particular, has been the reorientation of critical pedagogy (stresses democratic and civic languages) to the so-called bare pedagogy. This article aims to analyze the rise of bare pedagogy in knowledge production in Indonesian higher education that is traced to several forms of academic scholarly activities, from research to teaching. Such an analysis is important as this issue has considerably eluded academic and political attention. In so doing, this analysis may become a reminder for those working in academia and those dealing with policy in higher education.
Attraction of Authority: The Indonesian Experience of Educational Decentralization
Sumintono B., Hariri H., Izzati U.A.
The fall of the New Order government in 1998 changed the landscape of Indonesian education from a highly centralized system to a decentralized one. With this paradigm shift, district governments received a transfer of power in most public sectors in 2001, including education. The central questions in this chapter are: (1) How has Indonesia managed education in the decentralization era? and (2) How has the country managed the changes so far? Four key issues are discussed, namely, new regime of standardization, school operational cost, teachers and principals, and National Exam. We argue that Indonesian educational decentralization has mostly been about legitimacy and authority dialectics between local/district and central institutions. Moving from a highly centralized system to a more locally oriented one contests the legitimacy of each actor involved, resulting in competition for resources and survival. Nevertheless, we also identified some advances in terms of social justice and student learning support in this process of decentralization.
Swimming Against the Stream: Rationales, Challenges, and Survival Strategies of Homeschooling Families in Indonesia
Nugroho E.
Homeschooling has become an educational trend in Indonesia since the early 2000s, not long after Suharto stepped down from power. The homeschool parents grew up within the highly centralized, hegemonic education system of his New Order regime. Their decision to homeschool is an embodiment of the courage to question and resist the hegemony, although not without difficulties. Using historical and legal trajectories, personal memory, an internal survey, and other organizational documents, the author offers an insider perspective on the homeschooling phenomenon in Indonesia. The questions central to this chapter are: which families choose to homeschool, what factors push them away from schools and pull them towards homeschooling, what challenges do they face, and why do they struggle to organize themselves? One interesting finding is that, unlike their counterparts in the West, the majority of Indonesian homeschool families were motivated to homeschool because of academic considerations rather than religious ones. I also argue that the entrenched educational paradigm that equates education to schooling and doubts parents’ capability to teach their own children underpinned many problems faced by Indonesian homeschool families.
Rethinking the Discourse of School Readiness in Indonesian Early Childhood Education
Yulindrasari H., Adriany V., Kurniati E.
School readiness has been a powerful underlying discourse in the development of Early Childhood Education globally. The classic developmentalist or pre-primary approach of school readiness focuses on the individual child’s developmental attainment and the mastery of certain skills which determine whether or not the child is ready to learn formally at school. On the contrary, the critical socio-pedagogists argue that school readiness should be more focused on how the parent, society, and school create an environment that is ready to accept diverse ways of children’s learning. Indonesia predominantly adopts the developmentalist approach and research on school readiness revolves around its measurement and how to improve children’s school readiness. This chapter offers a critical analysis on the school readiness discourse in the Indonesian context. Based on document analysis and in-depth interviews with teachers and parents, we will critically examine how the discourse operates within the policies and practices of ECE and its potential implication for the exclusion, exploitation, and discrimination of children. We will then redefine and reconceptualize school readiness that is more inclusive for early childhood education in an Indonesian context.
Pesantren in Contemporary Indonesia: Negotiating Between Equity and the Market
Isbah M.F., Sakhiyya Z.
Pesantren, Islamic boarding school in Indonesia, has spanned historically from pre-colonial era to contemporary times. Adaptations, innovations, and adjustments have been made to maintain the relevance, aspired vision, and marketability of this educational model. Studies have pointed out its important contribution in introducing Islamic scholarship and learning tradition, moderating traditionalism and aspired modernization, as well as its contribution to socio-economic development. Despite the changing landscape of Indonesian socio-economic development and increasing number of Muslim middle class, this chapter explores the struggle experienced by pesantren to reconcile the tension between equity principles and market orientation. It fills the gap in the literature by arguing that pesantren has maintained its consistency in providing alternative education and catering to those of lower-class origin. We draw on empirical research with pesantren leaders, teachers, parents, and students in several pesantren in Yogyakarta, Central Java, East Java, South Sulawesi, Aceh, and West Nusa Tenggara.
Historical Development of Lesson Study in Japan
Kusanagi K.N.
This chapter discusses the origins and historical development of lesson study in Japan. Lesson study began around 150 years ago as a way to disseminate classroom teaching from the West. However, lesson study is not a uniform model. The practice has transformed to serve different purposes and educational ideals. It has been used as both a top-down and bottom-up initiative, a scientific investigation of effective learning, as well as a personal and narrative learning experience in classrooms. This chapter reveals the unique historical, social, and cultural contexts of Japanese schooling that have supported the dynamic development of lesson study. Lesson study is not a fixed practice but continues to transform to meet changing educational contexts.
Importing and Exporting Lesson Study
Kusanagi K.N.
This chapter discusses cases of importing/exporting lesson study in the U.S., Singapore, China, South Korea, Taiwan, and JICA-assisted lesson study in the developing countries of Indonesia, Vietnam, Zambia, Kenya, Senegal, and South Africa. The analysis will explain the motivation behind global education reform trends and efforts that support lesson study to improve student performance through teacher development. Foreign implementation of lesson study reveals that challenges exist due to the lack of supportive environments and shifts in the meaning of lesson study when interpreted against local settings. The debates in this chapter suggest that if what were promoted by lesson study was not consistent with local educational settings, change in practice may not occur, be temporary, or only happen at a superficial level.
