School, Symbolic Violence, and Religious Experience of Aboge Youth

This article reveals various forms of approaches taken by religious education teachers and religious materials in public and religious schools and madrasa teachers to Aboge youth. The teacher’s strategy for managing diversity leaves a variety of problems because not all teachers are aware that their...

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Autor principal:	Mochammad Zaka Ardiansyah
Formato:	article
Lenguaje:	AR EN ID
Publicado:	Sekolah TinggiAgama Islam Negeri (STAIN) Kediri 2020
Materias:	aboge, symbolic violence, school, minority. Education L Islam BP1-253
Acceso en línea:	https://doaj.org/article/48a637df9bf6429f88d463d061566ed6
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spelling	oai:doaj.org-article:48a637df9bf6429f88d463d061566ed62021-12-02T09:33:43ZSchool, Symbolic Violence, and Religious Experience of Aboge Youth2337-73052549-631X10.30762/didaktika.v7i1.1342https://doaj.org/article/48a637df9bf6429f88d463d061566ed62020-06-01T00:00:00Zhttps://jurnal.iainkediri.ac.id/index.php/didaktika/article/view/1342https://doaj.org/toc/2337-7305https://doaj.org/toc/2549-631XThis article reveals various forms of approaches taken by religious education teachers and religious materials in public and religious schools and madrasa teachers to Aboge youth. The teacher’s strategy for managing diversity leaves a variety of problems because not all teachers are aware that their response to Aboge youth is a violation of religious freedom. Although there are teachers who commit symbolic violence with repressive-intimidating patterns, there is a dialogic pattern developed by a teacher in madrasas. Although it is also equally aimed at leading students’ logic that the Aboge calendar method is irrelevant, the strategy makes students mindfully convert their beliefs without blaming their family’s Aboge beliefs and being accommodating Aboge. Even though it seems democratic, MTs Maulana Utama has indicated that it has not carried out a policy of recognition of minorities, so there is a risk of violation of religious freedom if there are other non-Aboge minority students with a different ideological and school of fiqh background. Even though it seems democratic, MTs Maulana Utama has indicated that it has not carried out a policy of recognition of minorities, so there is a risk of violation of religious freedom if there are other non-Aboge minority students with a different ideological and school of fiqh background.Mochammad Zaka ArdiansyahSekolah TinggiAgama Islam Negeri (STAIN) Kediriarticleaboge, symbolic violence, school, minority.EducationLIslamBP1-253ARENIDDidaktika Religia, Vol 8, Iss 1, Pp 51-77 (2020)
institution	DOAJ
collection	DOAJ
language	AR EN ID
topic	aboge, symbolic violence, school, minority. Education L Islam BP1-253
spellingShingle	aboge, symbolic violence, school, minority. Education L Islam BP1-253 Mochammad Zaka Ardiansyah School, Symbolic Violence, and Religious Experience of Aboge Youth
description	This article reveals various forms of approaches taken by religious education teachers and religious materials in public and religious schools and madrasa teachers to Aboge youth. The teacher’s strategy for managing diversity leaves a variety of problems because not all teachers are aware that their response to Aboge youth is a violation of religious freedom. Although there are teachers who commit symbolic violence with repressive-intimidating patterns, there is a dialogic pattern developed by a teacher in madrasas. Although it is also equally aimed at leading students’ logic that the Aboge calendar method is irrelevant, the strategy makes students mindfully convert their beliefs without blaming their family’s Aboge beliefs and being accommodating Aboge. Even though it seems democratic, MTs Maulana Utama has indicated that it has not carried out a policy of recognition of minorities, so there is a risk of violation of religious freedom if there are other non-Aboge minority students with a different ideological and school of fiqh background. Even though it seems democratic, MTs Maulana Utama has indicated that it has not carried out a policy of recognition of minorities, so there is a risk of violation of religious freedom if there are other non-Aboge minority students with a different ideological and school of fiqh background.
format	article
author	Mochammad Zaka Ardiansyah
author_facet	Mochammad Zaka Ardiansyah
author_sort	Mochammad Zaka Ardiansyah
title	School, Symbolic Violence, and Religious Experience of Aboge Youth
title_short	School, Symbolic Violence, and Religious Experience of Aboge Youth
title_full	School, Symbolic Violence, and Religious Experience of Aboge Youth
title_fullStr	School, Symbolic Violence, and Religious Experience of Aboge Youth
title_full_unstemmed	School, Symbolic Violence, and Religious Experience of Aboge Youth
title_sort	school, symbolic violence, and religious experience of aboge youth
publisher	Sekolah TinggiAgama Islam Negeri (STAIN) Kediri
publishDate	2020
url	https://doaj.org/article/48a637df9bf6429f88d463d061566ed6
work_keys_str_mv	AT mochammadzakaardiansyah schoolsymbolicviolenceandreligiousexperienceofabogeyouth
_version_	1718398062589640704

School, Symbolic Violence, and Religious Experience of Aboge Youth

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