<![CDATA[Educational decentralization grants schools greater managerial responsibility, but meaningful autonomy remains constrained by tensions between local knowledge, standardized accountability, and institutional capacity. This study aims to critically reconstruct the epistemological foundations of school autonomy and develop a framework for epistemic autonomy in the madrasah context. The study employs qualitative philosophical-conceptual research, combining literature review and document analysis. Data are analyzed through condensation, display, inference, and verification, informed by perspectives on tacit knowledge, epistemic injustice, and communicative action. The findings identify three assumptions underlying autonomous madrasah management: local knowledge is inherently superior, educational quality can be determined through uniform indicators, and delegated authority does not require corresponding epistemic capacity. The study proposes epistemic autonomy through five principles: recognition, articulation, deliberation, dialogic accountability, and mentoring. The conclusion is that decentralization requires redistributing the capacity to interpret evidence, evaluate knowledge, and justify decisions. In practice, this framework encourages contextual evaluation, teacher participation, ongoing mentoring, and mutual accountability. Further empirical research is needed to assess its implementation in various madrasahs in Indonesia.]]>
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