LEARNING AS BELONGING: RELIGION, COMMUNITY COHESION, AND NON-FORMAL EDUCATION IN RURAL INDONESIA
- 주제(키워드) Education , Religion , Belonging , Second Language , English Learning Center
- 발행기관 서강대학교 국제대학원
- 지도교수 Kim Hannah June
- 발행년도 2026
- 학위수여년월 2026. 2
- 학위명 석사
- 학과 및 전공 국제대학원 East Asian Studies (including Korean Studies)
- 실제URI http://www.dcollection.net/handler/sogang/000000082624
- UCI I804:11029-000000082624
- 본문언어 영어
- 저작권 논문은 저작권에 의해 보호받습니다.
초록(요약문)
This study explores the role of community cohesion in shaping participation in community-driven education initiatives in rural areas of the Global South. More specifically, it outlines the case of Pangkep, a village in South Sulawesi, Indonesia, examining how values, identity, and collectivity influence participation and development of locally initiated projects. The methodology used for the study is a one-month participant observation, along with interviews with community members. Findings indicate that participation in non-formal education is high. While the perceived utility of English and the presence of local volunteers help motivation, they cannot fully explain participation. The research identifies community cohesion, grounded in religious values, as the primary factor in sustaining engagement. Religion appears in daily practices and almost every aspect of social life, shaping how the community understands education and learning. By showing how non-formal education interacts with morality, identity, and community life, this research challenges studies that describe religion as a barrier to participation. It shows how religion can function as a positive factor in shaping community initiatives. Although the findings refer to a single case, they suggest that similar dynamics may exist in other similar contexts, where rural Muslim-majority communities structure social life around internal cohesion and religion. Key words: non-formal education, community participation, religion, identity, English Learning Center
more목차
Chapter 1: Introduction 8
Chapter 2: Background of Research 12
2.1 Development as Freedom 12
2.2 Formal vs Non-Formal Education 15
2.3 Education in the Global South 18
2.4 Second Language Learning 21
2.5 Conclusion 24
Chapter 3: Indonesia Case 25
3.1 Education and Decentralization in Indonesia 25
3.2 English Teaching Between Policy and Practice 28
3.3 Non-Formal English Education 31
3.4 Conclusion 36
Chapter 4: Methodology and Positionality 38
4.1 Methodology 38
4.2 Field Site Description 41
4.3 Positionality 44
4.4 Conclusion 45
Chapter 5: Field Work Themes and Results 46
5.1 English Interest and Perception 46
5.2 Foreign Involvement and Hospitality 52
5.3 Community Cohesion and Participation 56
5.4 Conclusion 60
Chapter 6: Religion, Religiosity and Identity 61
6.1 Islam in Indonesia 62
6.2 Islam from Religion to Norms 63
6.3 Translating Religious Norms into Daily Practices 65
6.4 From Practices to Recognition 66
6.5 Religiosity in Shaping Education 68
6.6 Identity as Outcome 71
6.7 Conclusion 72
Chapter 7: Conclusions 73
APPENDIX A: Interviews Questions 76
APPENDIX B: Interviews Sample 81
APPENDIX C: Themes Frequency 83
Acknowledgements 84
REFERENCES 86
