<![CDATA[Social life in Indonesia is still frequently overshadowed by intra- and inter-religious tensions triggered by blasphemy issues, legal disparities, and political contestation. Educational institutions play a crucial role in cultivating inclusivity to counter the rising trend of youth intolerance. This study aims to analyze in depth the implementation of Social Justice Education (SJE) and its impact on fostering inclusive perspectives among students at SMK Negeri 3 Purwokerto. Adopting a qualitative approach with a descriptive-critical case study design, data were gathered through in-depth interviews, spatial observation, and documentation using purposive sampling. The informants were categorized into the structural axis (Vice Principal of Curriculum) and the agency axis (majority Muslim and minority Catholic students of 11th-grade Hospitality 1). Data validity was ensured through source triangulation. The findings demonstrate that the school bureaucracy successfully enforces SJE principles equitably through spatial sociology, such as repurposing the meeting room into a religious classroom for minority students during morning religious literacy hours. Viewed through Pierre Bourdieu’s sociological lens, this regulation operates as a field that shapes an inclusive habitus, allowing primordial boundaries to dissolve organically within students' daily social practices—such as interfaith group work, mutual respect during prayer times, and the reinforcement of social capital (trust). Although social awkwardness initially emerged due to demographic imbalances, the non-discriminatory school climate and the exemplary behavior of teachers successfully converted it into active tolerance. This study concludes that religious harmony in schools stems from a cohesive dialectic between equitable structural policies and the readiness of the agency to empathize. Keywords: Sociology of Educational Institutions, Religious Tolerance, Social Practice, Social Justice Education, Habitus]]>
