Deconstructing gender norms in pesantren a critical etnography study of the pesantren curriculum in Indonesia
DOI:
https://doi.org/10.35719/annisa.v18i2.367Keywords:
Gender Norms, Pesantren Curriculum, Critical Ethnography, PatriarchyAbstract
The research problem addresses how gender norms are reflected in pesantren curricula, where analysis of kitab kuning and teaching materials reveals the reproduction of patriarchy: men are positioned as primary authorities, while women’s roles are confined to domestic spheres, influencing pedagogical practices and the formation of students’ habitus. This study aims to identify hidden gender norms in pesantren education, exploring how materials, teacher–student interactions, and organizational structures reproduce, construct, and are challenged by both female and male actors. Employing a critical ethnographic and case study approach, data were collected from curriculum documents, kitab kuning, and interviews with students and teachers across three pesantren in East Java. Data analysis utilized Critical Discourse Analysis and thematic approaches, supported by triangulation, to uncover the reproduction and negotiation of patriarchal norms. This study shows that the pesantren curriculum in Indonesia reproduces patriarchal norms through texts, pedagogical practices, teacher-student relationships, and institutional structures. Resistance emerges from female students and progressive educators through reinterpretation of texts, critical discussion, and alternative practices. Segregation of learning spaces reinforces patriarchy. Potential micro-transformations, however, require sustained policy support, teacher training, and gender-responsive curricula. The implications of the study emphasize the need for reforming the pesantren curriculum to be gender-responsive, training teachers for equality, and institutional policies that support women's participation. These steps are important to change patriarchal structures and encourage inclusive educational transformation.
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