WOMEN AND NETWORKING AUTHORITY IN BOARDING SCHOOL: THE BACKGROUND AND LIFE HISTORY PERSPECTIVE
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Abstract
Kepemimpinan boarding school identik dengan peran seorang kyai. Masyarakat yang patriarki, dan narasi ekstrimis yang melegitimisasi konsep domestikasi meletakkan perempuan sebagai masyarakat kelas dua. Begitu juga dengan nyai, diposisikan sebagai pendampaing kyai dan pengatur kebutuhan dometik di boarding school saja. Dengan latar kondisi yang sedemikian rupa, maka keberadaan nyai sebagai sosok baru dalam boarding school dewasa ini menarik untuk dianalisis. Penelitian ini menggunakan pendekatan antropologi gender. Adapun perspektif life history digunakan untuk menjelaskan persoalan individual dan bagaimana relevansinya dalam pembentukan budaya dan masyarakat secara umum. Metode pengumpulan data dilakukan dengan wawancara dan observasi. Hasil penelitian menunjukkan bahwa; pertama, perempuan dan jejaring kekuasaan di boarding school dimulai dari diadakannya kongres KUPI pertama pada 2017. Kedua, kecakapan perempuan dalam memimpin boarding school Mahasina didukung oleh keterlibatan nyai dalam politik praktis, pendidikan formal dan informal, serta pengalaman tergabung dengan NGO yang bergerak dalam pemberdayaan perempuan. Perempuan dan jejaring kekuasaan yang dibangun di boarding school ini membentuk kesadaran masyarakat. Bahwa perempuan dan laki-laki memiliki hak yang sama dalam kepemimpinan termasuk didalamnya kepemimpinan agama. [The leadership of the boarding school is identical to the role of a kyai. A patriarchal society, and extremist narratives that legitimize the concept of domestication place women in a second-class society. Likewise, nyai are positioned as kyai's companion and regulator of domestic needs in boarding schools. With the background of such conditions, the existence of nyai as a new figure in boarding schools today is interesting to analyze. This study uses a gender anthropological approach. The life history perspective is used to explain individual problems and how they are relevant to the formation of culture and society in general. Methods of data collection are done by using an interview and observation. The results showed that women and power networks in boarding schools started from holding the first KUPI congress in 2017. Second, women's skills in leading the Mahasina boarding school are supported by the involvement of nyai in practical politics, formal and informal education, as well as their experience of joining NGOs engaged in empowering women. Women and the power network built in this boarding school form public awareness. That women and men have equal rights in leadership, including religious leaders.
Keywords: boarding school network; woman; student; KUPI
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