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Molly Fitzpatrick
Department of Social Anthropology and Cultural Studies (ISEK), University of Zurich
Humanities

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Autonomy as Dependence: Home-Based Education and Social Reproduction amongst Foreign Families in Bali Molly Fitzpatrick
Humaniora Vol 37, No 2 (2025)
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jh.108380

Abstract

This paper explores the phenomenon of home-based education among foreign families living in Bali, Indonesia. Drawing on ethnographic research with sixteen families who participate in homeschooling, unschooling, and/or worldschooling, it examines the ways in which their political, educational, and parenting practices become intertwined in their everyday lives. While they imagine themselves to be preparing their children for a deterritorialised, globally mobile future, these families articulate a sense of detachment from what they call "the system", most often referring to state institutions such as formal schooling, government regulation, and, at times, medical authorities. I argue that their daily practices are deeply entangled with, and reliant upon, the very structures they claim to reject.  This dynamic is mirrored in their parenting, which they describe as child-led and based on the core-value of autonomy, yet is in practice marked by relationality and dependence. Taken together, these paradoxes reveal how home-based education, rather than constituting a rupture from dominant systems, operates as a mode of social reproduction that sustains privilege and re-inscribes gendered and global inequalities.
Cultivating Futures: Anthropological Explorations of Alternative Education in Indonesia Annisa Sabrina Hartoto; Molly Fitzpatrick
Humaniora Vol 37, No 2 (2025)
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jh.117711

Abstract

Education has long been central to state-building projects and the formation of moral citizens worldwide, including in Indonesia. Yet, as social, political, and ecological crises intensify, new pedagogical experiments have emerged outside formal schooling—initiatives and movements that seek to cultivate alternative ways of knowing, learning, and living together. These spaces, often modest in scale but rich in imagination, challenge dominant educational paradigms oriented towards discipline, productivity, and national development. They illuminate how learning extends beyond the classrooms into everyday practices of care, critique, and community- building. This Special Issue examines these emerging forms of learning and sociality, tracing how they generate new political, moral, and affective possibilities for the future.
Co-Authors Annisa Sabrina Hartoto