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All Journal Ilmu Pendidikan Jurnal Filsafat Dia: Jurnal Administrasi Publik Jurnal Perempuan Jurnal Filsafat International Journal of Social Science and Business Jurnal Perempuan Jurnal Penelitian Agama Hindu Journal La Edusci Jurnal Kewarganegaraan Journal Evaluation in Education (JEE) Pancaran Pendidikan Al Qodiri: Jurnal Pendidikan, Sosial dan Keagamaan
Hastanti Widy Nugroho
Universitas Gadjah Mada
Religion Arts Humanities Chemistry Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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The Implementation of Charles Taylor’s Recognition Theory in Multicultural Education: Constructing a Model for Identity Empowerment in the School Context Setia Paulina Sinulingga; Rr. Siti Murtiningsih; Hastanti Widy Nugroho
Journal Evaluation in Education (JEE) Vol 6 No 3 (2025): July
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v6i3.1502

Abstract

Purpose of the study: This study aims to analyze the implementation of Charles Taylor’s theory of recognition within the context of multicultural education at Bina Kasih Christian High School in Jambi, Indonesia. Methodology: This research uses a qualitative approach with a case study method. Data were collected using in-depth interviews, participatory observation, and document analysis. Thematic analysis was conducted using NVivo 12 software. Tools include audio recorders, field notes, and school policy documents. Main Findings: The school implements recognition-based strategies such as interfaith dialogue, inclusive curriculum design, and community engagement. However, discrepancies remain between policy and practice, with stereotypes still influencing student interactions. The school’s religious identity influences how recognition is applied, requiring careful balancing of institutional and student values. Novelty/Originality of this study: This study introduces a new application of Taylor’s theory of recognition in an Indonesian educational setting, which is rarely explored. It advances current knowledge by linking philosophical recognition theory with practical multicultural education, offering insights for inclusive policy and curriculum development.
Digital Citizenship in the Dynamics of Post-Digital Education Feriyansyah; Siti Murtiningsih; Hastanti Widy Nugroho
Jurnal Kewarganegaraan Vol. 23 No. 1 (2026): March 2026
Publisher : Department of Pancasila and Civic Education, Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jk.v23i1.69367

Abstract

This study examines the dynamics of digital citizenship in post-digital education through the lens of Henry Giroux's critical pedagogy philosophy. This research is motivated by digital transformation, with the primary concern being the issue of technological determinism in education, which overlooks the need for emancipatory critical awareness. This inquiry philosophy research is based on literature related to post-digital education as a material object and critical pedagogy as a formal object. Methodologically, the study elaborates interpretation, induction and deduction, internal coherence, holism and historical continuity, comparison, heuristics, language inclusiveness, and in-depth reflection on formal and material objects in philosophical research. The study found that Giroux's critical pedagogy positions education as an ethical and political arena against dehumanization in the digital era. The rationality of post-digital education requires metaphysical and epistemological reflection to affirm the existence and implementation of humanistic values in post-digital educational practices. Conceptually, encouraging digital citizenship education to develop beyond technical competence into an emancipatory project of political awareness. So that students critically question their existence in digital power structures. Critical digital citizenship education fosters adaptive, ethical, and sensitive responses to social issues in uncertain future scenarios.
Co-Authors Feriyansyah Feriyansyah Feriyansyah Nugraha, Rizky Anandasigit Putri Retnosari Putri Retnosari Rizal Mustansyir Rizal Mustansyir Rizky Anandasigit Nugraha Rizky Anandasigit Nugraha Rona Utami Rona Utami Rr. Siti Murtiningsih Septiana Dwiputri Maharani Setia Paulina Sinulingga Siti Murtiningsih Siti Murtiningsih Siti Murtiningsih Utami, Rona Yogiswari, Krisna S. Yogiswari, Krisna Sukma Yuliantoro, Moch Najib Yuliantoro, Moch Najib