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All Journal Educia Journal Journal Social Humanity Perspective
Mahesa, Abdi
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Impact of Local Culture on Teaching and Learning Practices in Makassar's Elementary Schools Mahesa, Abdi; Setiawan, Rizal; Ma’ruf, Amar
Educia Journal Vol. 1 No. 3 (2023): Educia Journal
Publisher : Educia Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/610421

Abstract

A research project investigates how Makassar primary schools integrate local cultural elements into their teaching practices and affects the student participation level as well as their learning outcomes and cultural skills acquisition. The research utilized a qualitative research design through teacher interviews and classroom observation sessions to determine how local culture and language along with practices get integrated into curricular content. The concept of culturally relevant teaching proves effective in student engagement as well as representing an essential element for social relationship development among generations. Restrictions emerged regarding proper integration of cultural material into national educational requirements while experts judged that additional backing along with teacher training would be vital. The present study delivers critical knowledge regarding culturally responsive education by examining an older system from a non-Western context to support teachers and educational administrators
Education as a Strategic Pathway for Social Justice and Equity through Institutional Governance and Community Engagement Mahesa, Abdi; Arfandi, Rizal; Baktiar, Baktiar
Journal Social Humanity Perspective Vol. 2 No. 2 (2024): Journal Social Humanity Perspective
Publisher : Journal Social Humanity Perspective

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71435/637715

Abstract

Since the time of ancient civilization, education has been perceived as an effective channel of promoting social justice and equity, but its contributions have been debatable both in its ability to deconstruct inequalities and its propensity to replicate them. This paper addresses the issue of how education can be used as a transformative tool once equity is used as its core strategy. Using a qualitative method, the study involves teachers, students, parents, administrators, and policymakers in the form of interviews, focus group discussions, classroom observations, and an analysis of documents. The results point to a number of problems that frustrate the good intent of education such as the lack of resources, social discrimination, and unfair policy structures. In the meantime, the study finds the following potentially promising practices to be included: school-community collaboration and affirmative action programmes and teacher training in inclusive pedagogy to be indicators that not only is structural change possible, but also sustainable. The discussion highlights the managerial relevance of making equity central to organizational systems of education, which require redistributive resource policies, culturally responsive leadership, curriculum audits, policy customization, and ethical integration of technology. The study emphasises the importance of understanding equity as an ethical necessity and a strategic necessity by perceiving education as a disciplined institution rather than an apolitical social production. The article also adds to the academic literature on management by providing the framework in which social justice can be used as a measure of institutional legitimacy and efficiency. Lastly, the question of whether education can develop justice, is determined not only by what is desired but also the strategic design of systems, policies and practices aimed at justice, inclusivity and democratic sustainability.
Co-Authors Arfandi, Rizal Baktiar, Baktiar Ma’ruf, Amar Rizal Setiawan