Edukacja autorytarna. O przemocy symbolicznej w szkole

The aim of this article is to reflect on education and the school system in the context of authoritarianism and symbolic violence. The subject reflection is based on two mental trails. The first shows that culture justifies symbolic violence at school. The second, however, treats symbolic violence in education as a manifestation of the school’s activity as a total institution.

Legal Service Unit and Teacher Protection as A Mediation Forum for Penal Violence in the World of Education

This study offers a development of a model of fair teacher protection, with a focus on research conducted in West Kalimantan, particularly in Pontianak City and Ketapang District. The offer of a just teacher protection model is based on the empirical facts that there is still violence in the world of education and/or the criminalization of teachers that is still happening. Although various laws and regulations have been regulated to provide legal protection for teachers, the mechanism for implementing legal protection for teachers has not yet been formulated, so the reality is that when problems occur in the world of education and/or criminalization of teachers, they are resolved in various ways, either through government agencies, teacher organizations, schools or police officers, and there are even mutual opinions on social media. Through the socio-juridical research method through interviews and discussions, it was found that the effort to provide legal protection for teachers is important to be regulated through regional policies related to the formation of the Legal Service Unit and Teacher Protection or Unit Pelayanan Hukum dan Perlindungan Guru (UPHPG) which can become a coordinating institution and a forum for solving legal problems for teachers. The focus of this article describes how the UPHPG is intended to be a mediation platform for penal mediation in resolving violence in education and/or criminalizing teachers.

Kekerasan dalam Pendidikan; Sejarah, Perkembangan dan Solusi

Studies on the history of violence in education have not been widely discussed so far, especially in Indonesia, even though it is very important to study and find solutions so that violence does not occur again in education. The world of education is often associated with acts of violence considering the many cases of violence that have occurred so far, especially in Indonesia. Researchers try to study it to find a typology of violence in education and how to overcome the problem of violence that occurs in education. This paper is a type of library research through content analysis obtained from several references in the form of books and scientific articles. The result of this research is to formulate the concept of peace education (peace education) which can train students in reducing conflict in order to create peaceful conditions both intra-personally and interpersonally. Peace education - which is the substance of Islamic education - not only teaches students to think, but also stimulates students to think critically. This can be carried out using a holistic and participatory approach through the dialogue method so that learning is more meaningful.

Child Friendly Education and Its Implication in Establishing Humanist Teacher’s Profile: Considering ‘Abdullāh Nāshih ‘Ulwān’s Thought

The occurrence of violence in education is caused by the poor education system. Considering the thought of the Islamic educational figure is a wise act because his thought is inspired by the values of Islamic teachings as the religion of raḥmah li al-'ālamīn. This study employed a qualitative approach. This study found several important findings. First, the concept of child-friendly education includes three terms including affection (al-raḥmah), graceful (al-rifq wa al-layn), and justice (al-‘adālah). Second, child-friendly education methods consist of education with exemplary, education with customs, education with advice, education with attention, and education with punishment. Furthermore, the implication to establish humanist teachers is to develop teachers’ four competency domains including humanistic values, treating students affectively, graceful, and justice, as well as protecting them from all acts of violence. By doing this, the teachers will become more religious, professional, and inspirative.