ABSTRACT
Indonesia is the world’s fourth most populous nation, with more practicing Muslims than any other country. Its rich cultural traditions and practices have captured the attention of scholars with diverse disciplinary foci. Seminal works by social scientists such as Clifford Geertz, Benedict Anderson, and Harold Crouch have explored the fabric of human interactions in the archipelago, providing invaluable insights into Indonesian society and culture (Anderson, 1990; Crouch, 1978; Geertz, 1960, 1971). Yet the nation’s education system has largely escaped the attention of social scientists. This is surprising, considering the key role that education plays in the socialization and acculturation of citizens. Schools “recruit new members of the community into a cultural system and into specific roles and statuses” (Spindler, 1974: 306), thus promoting social and political order. In studying educational institutions, we can ascertain what knowledge and values the state has deemed legitimate (Apple, 1982; McLaren, 1999; Spring, 2000). Such work can also enhance our understanding of how educators forge individual and group identities. Clearly, careful analysis of the education system can fill an evident gap in the literature, leading to a richer understanding of Indonesian society.
