Abstract
This study focuses on examining educational processes in Sikep community (a minority ethnic group in Indonesia). Education is an influencial aspect in forming social harmony in the minority groups. However, formal education cannot be applied properly in particular group of ethnic minorities due to local specific perspectives on education. Therefore, it is important to comprehend local values that are related to education in order to established social harmony in the minority ethnic group. The purpose of this study is to describe the Sikep community’s construction of meaning on local and formal education discourses. The main theories in this research are the Speech Codes Theory and Ethnography Communication Theory. An ethnography communication research method was used in achieving the goal of this research. The research finding indicates that the low participation to formal education is due to the fact that Sikep community has a specific interpretation of the educational process that differs to the formal standard of national education. They perceive education as a part of everyday life. They focus on the educational processes that equip them the skills to survive, particularly in the context of agricultural skills. The knowledge of local philosophical values must also be considered in creating an applicable educational system for Sikep community.
Highlights
Minority groups in Indonesia can be divided into five categories: racial minorities, ethnic minorities, religious minorities, disability minorities, and gender/sexual orientation minorities[1]
This paper argues that the discourse of education is a very prominent field that defines the social harmony in indigenous ethnic minorities
The first research reviewed in this study is a research conducted by Peter Dunbar-Hall[5], entitled "Ethnopedagogy: Culturally Contextualized Learning and Teaching as an Agent of Change." Dunbar-Hall's research is an auto-ethnographic study based on the experiences of teaching Balinese music
Summary
Minority groups in Indonesia can be divided into five categories: racial minorities, ethnic minorities, religious minorities, disability minorities, and gender/sexual orientation minorities[1]. In Indonesia, there are indigenous ethnic communities that are experiencing multiple marginalities due to the fact that they fall into more than one minority categories. Secluded ethnic groups such as Sikep community, for example, is a minority due to its specific customs (way of life), but Sikep community has a local specific religion that unverified as a formal religion by the state. Numerous attempts of development or modernization that are undertaken by the government often raise many social problems. Many development (modernization) efforts that attempt to change values, roles, and social systems of the minority evoke particular social problems that are counterproductive to the harmony of the multicultural Indonesian society. This paper argues that the discourse of education is a very prominent field that defines the social harmony in indigenous ethnic minorities
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