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Humaniora
Published by Universitas Gadjah Mada
ISSN : 08520801     EISSN : 23029269     DOI : 10.22146/jh
Core Subject : Humanities,
Humanities
Humaniora focuses on the publication of articles that transcend disciplines and appeal to a diverse readership, advancing the study of Indonesian humanities, and specifically Indonesian or Indonesia-related culture. These are articles that strengthen critical approaches, increase the quality of critique, or innovate methodologies in the investigation of Indonesian humanities. While submitted articles may originate from a diverse range of fields, such as history, anthropology, archaeology, tourism, or media studies, they must be presented within the context of the culture of Indonesia, and focus on the development of a critical understanding of Indonesia’s rich and diverse culture.
Arjuna Subject : Seni dan Humaniora - Sastra dan Teori Sastra
Articles 958 Documents
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Shaping Selves: Negotiating Freedom and Discipline in the Alternative Education of Sanggar Kanigara Karina Ita Apulina Bangun
Humaniora Vol 37, No 2 (2025)
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jh.107898

Abstract

This research aims to analyse how power and knowledge operate in the context of alternative education in Indonesia, and how they affect subject formation and practices within it. It also aims to contribute to a more comprehensive understanding of how freedom of learning is implemented in the context of alternative education.  During a six-month ethnographic case study at an alternative school called Kanigara (a pseudonym) located in Central Java, I engaged as a volunteer facilitator. My approach combined participant observation with in-depth interviews with facilitators and students, along with an analysis of institutional documentation. The “freedom to learn” discourse cultivates a keen sense of individual agency among students. The practical application of an ambiguous disciplinary framework that replaces the traditional rules with “agreement”, however, faces challenges in consistently cultivating communal responsibility. This flexibility results in significant behavioural inconsistencies and a complex process of identity negotiation between individual autonomy and community accountability. Furthermore, student autonomy in individualised research projects is frequently constrained by operational dependence on external factors, primarily parental schedules and resources, revealing the program’s nature as a constrained ‘heterotopia’ subject to external market logic. These dynamics reflect  a critical internal tension: with a flexible structure, such models risk becoming what facilitators themselves described as a “fairy tale school” that  inadequately prepares students for the competitive and rule-bound complexities of society, underscoring the need for a balance between autonomy and formal framework.
Autonomy as Dependence: Home-Based Education and Social Reproduction amongst Foreign Families in Bali Molly Fitzpatrick
Humaniora Vol 37, No 2 (2025)
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jh.108380

Abstract

This paper explores the phenomenon of home-based education among foreign families living in Bali, Indonesia. Drawing on ethnographic research with sixteen families who participate in homeschooling, unschooling, and/or worldschooling, it examines the ways in which their political, educational, and parenting practices become intertwined in their everyday lives. While they imagine themselves to be preparing their children for a deterritorialised, globally mobile future, these families articulate a sense of detachment from what they call "the system", most often referring to state institutions such as formal schooling, government regulation, and, at times, medical authorities. I argue that their daily practices are deeply entangled with, and reliant upon, the very structures they claim to reject.  This dynamic is mirrored in their parenting, which they describe as child-led and based on the core-value of autonomy, yet is in practice marked by relationality and dependence. Taken together, these paradoxes reveal how home-based education, rather than constituting a rupture from dominant systems, operates as a mode of social reproduction that sustains privilege and re-inscribes gendered and global inequalities.
Reconfiguring Tarbiyah for the Market: Subject-Making of Pious and Prosperous Muslims in Digital Pesantren Alvin Nugraha Kusuma Satya
Humaniora Vol 37, No 2 (2025)
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jh.108484

Abstract

This article examines the marketisation of alternative Islamic education in Indonesia through an ethnographic study of Pondok An-Najah, a ‘Digital Islamic Boarding School’ in Yogyakarta.  I argue that Pondok An-Najah exemplifies how market forces are reshaping Islamic educational institutions. Marketisation operates at two interconnected analytical levels. First, at the institutional level, neoliberalisation has transformed Islamic educational institutions, particularly in the case of Pondok An-Najah, into hybrid entities, functioning both as a religious educational institution and a sharia outsourcing company that manages santri as productive workers. Second, at the individual level, consumerisation becomes a mode of subject-making, as santri actively consume the institution's ‘free education’ and ‘work relationship networks’ to shape themselves into ‘Muslim Winners’—a subjectivity combining Islamic piety with entrepreneurial aspirations. This reconfigures tarbiyah into a technology of the self that aligns santri aspirations with market ideas and ideals. However, this self-formation comes at a cost: to succeed in this internal market, santri must navigate the debt financing behind ‘free education’ and vulnerable patronage relations, which blur the boundaries between religious devotion and economic value extraction in the digital economy
Within the Green, We Grow: Nature Schooling, Care, and Neocolonial Entanglements in Bali, Indonesia Milena Fischer
Humaniora Vol 37, No 2 (2025)
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jh.109208

Abstract

This article examines the proliferation of international nature-based schools in Bali, Indonesia, focusing on how nature schooling communities cultivate visions of ‘good’ lives and sustainable futures while reproducing neocolonial dynamics. Drawing on three months of ethnographic fieldwork conducted in summer 2024, this article investigates why expatriate families are drawn to Bali to educate their children in alternative, holistic, and ‘natural’ environments. The primary site of inquiry is Future Earth School—an international nature school in the southern part of the tourist- and expatriate-favoured island. Theoretically, this article employs a ‘reprolens’—viewing education as a reproductive practice—and draws on feminist ethics of care to analyse how nature schooling embodies both moral aspirations and socio-political contradictions. It shows how romanticised imaginaries of Bali as a natural, caring, and spiritually enriching environment shape educational aspirations and practices while intersecting with transnational mobility, privilege, and uneven power relations. It reveals that international nature schools foster commitments to children, communities, and more-than-human worlds through child-centred, community-oriented, and sustainability-focused pedagogies. At the same time, these schools remain embedded within contexts of environmental degradation, social inequality, and development pressures that they seek to address. Thus, the article argues that nature schooling functions as an exclusive space of care that simultaneously cultivates alternative futures and reproduces neocolonial dynamics under the guise of care and sustainability. In doing so, it demonstrates how nature-based education in Bali serves as a lens to understand the island’s broader sociopolitical dynamics.
Learning Citizenship Differently: Feminist Schools and the Making of Political Subjects Annisa Sabrina Hartoto
Humaniora Vol 37, No 2 (2025)
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jh.109313

Abstract

This article examines how feminist education reconfigures political subjectivity and citizenship in Indonesia through an ethnographic study of the Sekolah Kepemimpinan Feminis (SKF), a feminist leadership school run by Solidaritas Perempuan in Makassar. In contrast to state-led civic education, which reinforces moral obedience, nationalist duty, and gendered respectability, SKF cultivates a different civic imagination—one grounded in feminist critique, affective labour, and collective struggle. Drawing on participant observation and life history interviews with participants and organisers, this article explores how young women from diverse and marginalised backgrounds relearn their place in the world through shared reflection, storytelling, and political engagement. It argues that SKF functions as a citizenship laboratory: a pedagogical and political space where new forms of subjectivity are enacted through the rejection of normative gender roles and the development of feminist consciousness. Through informal, relational, and embodied practices, participants learn to link personal experience with structural injustice and build alternative modes of belonging. This study contributes to debates on feminist pedagogy, youth activism, and alternative education by demonstrating how feminist schools offer insurgent spaces for imagining citizenship beyond the boundaries of the state.
20 Centimeter Per Year: A Visual Pedagogy Method for Participatory Learning Nur Wulan Dari
Humaniora Vol 37, No 2 (2025)
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jh.109579

Abstract

Debates on alternative education and visual methods in anthropology and the humanities have questioned the dominance of text-based, classroom-centred pedagogy, highlighting instead situated, embodied, and affective forms of learning. Within this discourse, the documentary film Legiun Tulang Lunak – 20 Centimeter Per Year emerges as both a research process and a pedagogical experiment. Initiated to mark Hysteria’s 20-year journey, the film was developed collaboratively, with the author acting simultaneously as ethnographer and director, providing funding, creative teams, and equipment, thereby shaping a particular configuration of authorship and intervention. Employing participant observation, filming, and interviews, the project examined participants’ critical reflections on PekaKota Institute’s environmental activism and art-based social critique. Rather than presenting positivistic findings, this empirical report from the ethnographic filming advances methodological insights: visual practice enabled situated learning, affective engagement, and critical reflection that exceeded conventional classroom or textual pedagogies. The film reveals how political awareness and knowledge transmission unfold through embodied, collective, and sensory encounters. These findings contribute to discussions on alternative education, qualitative methodology, and the role of ethnographic film as a critical research practice in the humanities.
Cultivating Futures: Anthropological Explorations of Alternative Education in Indonesia Annisa Sabrina Hartoto; Molly Fitzpatrick
Humaniora Vol 37, No 2 (2025)
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jh.117711

Abstract

Education has long been central to state-building projects and the formation of moral citizens worldwide, including in Indonesia. Yet, as social, political, and ecological crises intensify, new pedagogical experiments have emerged outside formal schooling—initiatives and movements that seek to cultivate alternative ways of knowing, learning, and living together. These spaces, often modest in scale but rich in imagination, challenge dominant educational paradigms oriented towards discipline, productivity, and national development. They illuminate how learning extends beyond the classrooms into everyday practices of care, critique, and community- building. This Special Issue examines these emerging forms of learning and sociality, tracing how they generate new political, moral, and affective possibilities for the future.
Afterword: Cultivating Futures with Radical Hope Thomas Stodulka
Humaniora Vol 37, No 2 (2025)
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/jh.117712

Abstract

Throughout Indonesia, educational experiments have become a prominent part of social life. From community learning spaces and feminist leadership schools to Islamic boarding schools adapted for digital economies, and from international nature schools to homeschooling networks of globally mobile families, various groups are rethinking not only what education could teach but also what kinds of futures it might cultivate. In these spaces, participants do more than transmit knowledge – they nurture relationships, skills, and moral sensibilities, planting seeds of radical hope that imagine lives and worlds that do not yet exist. Education thus becomes a practice of both experimentation and care, where the futures we hope for are cultivated patiently, attentively, and collaboratively.

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