Secular and religious moral grounds resonating across state schools in Indonesia

Qoyyimah, Uswatun (2014) Secular and religious moral grounds resonating across state schools in Indonesia. In AARE Conference Proceedings, Australian Association for Research in Education, Queensland University of Technology, Brisbane, QLD.

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Abstract

This paper describes moral education in Indonesia, more particularly, how teachers have implemented the Character Education policy issued by the Ministry of Education and Culture (MOEC) in 2010. This policy required teachers to instil certain values in every lesson, including EFL lessons, to contribute towards building a shared national moral character. Drawing on Durkheim's distinction between secular and religious morality, this paper considers how state schools accommodated and promoted this ‘rational moral education' or secular morality (Durkheim, 1925) in government schools, and how it interacted with religious moral education. This paper uses Bernstein's concepts of pedagogic discourse, instructional and regulative discourses to analyse how teachers have recontextualised this policy in the micro pedagogic settings of their EFL classes. Three types of data were collected for this study: interviews, class observations and teachers' lesson plans. In this way, four EFL teachers working in state schools were interviewed on two occasions and three of their classes were observed. The first interview identified teachers' beliefs and perceptions regarding the Character Education policy. Their classroom and lesson plans were observed to augment this information. Then the final interview asked about the teacher's thinking behind their actions in the observed classes. Since character education was issued within the broader frame of school based curriculum that offered schools and teachers more choices to develop the local curriculum and its intent, the analysis will focus on what moral premises were evident in their school and classes, and how such morality was transmitted through the EFL lessons. The conclusion suggests that teachers' implementation of moral education in their classes was dominated by their school communities and the teachers' own preferred value of religiosity. Such value played out in the classes through both the regulative discourse and the instructional discourse.

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ID Code: 82881
Item Type: Conference Paper
Refereed: Yes
ISSN: 1324-9320
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2015 AARE
Deposited On: 30 Mar 2015 02:24
Last Modified: 30 Mar 2015 21:52

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