<![CDATA[This study was motivated by low access to formal education for indigenous women in Sade Village, West Nusa Tenggara, reflecting the hegemony of patriarchal cultural values within the community’s social structure. It examines how the cultural hegemony shapes social awareness and practices that position women as subordinates in education, thereby limiting their access to formal schooling. The study employs a Systematic Literature Review method to synthesize relevant research on indigenous women’s education, gender hegemony, and local culture in Sade Village. Articles were selected using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses model, with inclusion criteria consisting of indonesian scientific publications from 2020-2025 that are accessible. Data were analyzed thematically and interpreted through theory of hegemony. The findings reveal that limited educational access result from three mechanisms of cultural hegemony in form of masculine hegemony: structural mechanism, such as male dominance in decision-making; cultural mechanism, including traditions like nyesek that confine women to domestic roles; and ideological mechanism, where internalized values normalize inequality. This process restricts access and reinforces unequal social consciousness, highlighting the need for transformative, culture-based educational approaches.]]>
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