Cultural Identity, Capitalization of Education, and Pedagogy for Liberation

Nanang Hasan Susanto, Ulfah Nabila, Muasomah Muasomah

Abstract


This paper aims to unravel the impact of globalization, whichbring the ideology of materialistic which erodes the cultural identity of third world countries, especially Indonesia, and gave birth to the capitalization of education. The data were collected through a qualitative approach, from the search of various kinds of literature on critical education and the reality of national education, then analyzed using discourse analysis and cultural analysis. This paperargues that requires the hard work of educational institutions to transmit pedagogy for liberation Freire’s concept, to unravel the problems of the national education world. Through educational principles that include students who are expected to have the awareness to take the necessary values to strengthen cultural identity, even loss of identity. Besides, the principle of pedagogy of liberation is also expected to change the face of rigid, mechanistic education, too busy with textbooks and curriculum that are not in touch with social reality, so that through education can be expected to develop all potential and creativity of learners.

Tulisan ini bertujuan untuk membongkar dampak globalisasi yang membawa budaya positifistik materialistik Barat, serta mengikis identitas budaya Negara dunia ketiga khususnya Indonesia, serta melahirkan kapitalisasi pendidikan. Melalui pendekatan kualitatif, data dihimpun dari penelusuran berbagai literature mengenai pendidikan kritis dan realitas pendidikan nasional, kemudian dianalisis menggunakan analisis wacana dan analisis budaya. Tulisan ini mengajukan gagasan, bahwa diperlukan kerja keras dari lembaga pendidikan untuk mentransmisikan konsep pendidikan membebaskan Freire, untuk mengurai berbagai problem dunia pendidikan nasional. Melalui prinsip pendidikan yang membebaskan, siswa diharapkan memiliki kesadaran kritis untuk mengambil niai-nilai yang diperlukan dalam rangka memperkuat identitas budaya, bukannya malah kehilangan identitas dan jati diri. Selain itu, prinsip pendidikan membebaskan juga diharapkan mampu mengubah wajah pendidikan yang kaku, mekanistik, terlalu disibukkan dengan buku ajar dan kurikulum yang tidak bersentuhan dengan realitas sosial, sehingga melalui pendidikan membebaskan diharapkan dapat mengembangkan segala potensi dan kreativitas peserta didik.


Keywords


Globalization; cultural identity; capitalization of education; pedagogy for liberation



DOI: https://doi.org/10.21154/cendekia.v18i2.1900

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