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Sufinatin Aisida
Unversitas Darul Ulum
Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences

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Curriculum As A Technology Of Power: Knowledge Production And Reproduction Of Educational Ideologies In Post-Reform Indonesia Sufinatin Aisida; Tadjoer Ridjal
Journal of Public Power Vol. 8 No. 2 (2024): Desember 2024
Publisher : Universitas Darul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32492/jpp.v8i2.8207

Abstract

The curriculum is not just a pedagogical instrument, but an epistemic arena where knowledge, values, and identities are determined as legitimate. This article analyzes how state power operates through the curriculum in shaping knowledge and educational subjects in post-reform Indonesia. With a qualitative-critical approach through Critical Discourse Analysis and genealogical perspectives, the research analyzes curriculum policy documents from the perspective of power/knowledge, ideology, hegemony, and symbolic power. The findings show that democratization does not eliminate curricular power, but changes it from directive control to regulation, standardization, normalization, and self-regulation. The process takes place through a chain of knowledge selection, legitimacy of knowledge, normalization of subjects, self-regulation, which forms the characteristics of ideal subjects such as competent, religious, moderate, nationalist, creative, and independent. Based on this mechanism, the article proposes the concept of Curriculum as Epistemic Technology of Power (CETP) to explain how the curriculum transforms epistemic power into the formation of subjectivity and self-regulation. Thus, curriculum studies need to shift from the question of what is taught to how knowledge is legitimized and how subjects are shaped through the curriculum.
Curriculum As A Technology Of Power: Knowledge Production And Reproduction Of Educational Ideologies In Post-Reform Indonesia Sufinatin Aisida; Tadjoer Ridjal
Journal of Public Power Vol. 8 No. 2 (2024): Desember 2024
Publisher : Universitas Darul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32492/jpp.v8i2.8207

Abstract

The curriculum is not just a pedagogical instrument, but an epistemic arena where knowledge, values, and identities are determined as legitimate. This article analyzes how state power operates through the curriculum in shaping knowledge and educational subjects in post-reform Indonesia. With a qualitative-critical approach through Critical Discourse Analysis and genealogical perspectives, the research analyzes curriculum policy documents from the perspective of power/knowledge, ideology, hegemony, and symbolic power. The findings show that democratization does not eliminate curricular power, but changes it from directive control to regulation, standardization, normalization, and self-regulation. The process takes place through a chain of knowledge selection, legitimacy of knowledge, normalization of subjects, self-regulation, which forms the characteristics of ideal subjects such as competent, religious, moderate, nationalist, creative, and independent. Based on this mechanism, the article proposes the concept of Curriculum as Epistemic Technology of Power (CETP) to explain how the curriculum transforms epistemic power into the formation of subjectivity and self-regulation. Thus, curriculum studies need to shift from the question of what is taught to how knowledge is legitimized and how subjects are shaped through the curriculum.
Co-Authors Tadjoer Ridjal