Navigating the dialectic: Religious identity, pragmatic demands, and the paradox of educational choice in Kudus, Indonesia
DOI:
https://doi.org/10.46963/asatiza.v7i2.3290Keywords:
Educational Preferences, Symbolic Religious Capital, Cultural Identity, Parental AutonomyAbstract
Parental preferences in educational choices in Kota Subdistrict, Kudus Regency, represent a complex dialectic between the preservation of cultural religious identity through Islamic boarding schools (pesantren) and the adaptation of pragmatic instrumental values through public schools. Yet, why parents prefer pesantren despite public schools' greater capacity remains underexplained. This qualitative study analyses the factors shaping these preferences through in-depth interviews with 20 parents and document analysis of educational institution data. The findings reveal three main determinants: (1) The construction of symbolic religious capital as a long-term character investment; (2) The reproduction of the distinctive cultural identity of Kudus santri as a strategy for preserving cultural heritage; and (3) Strategies for protecting the social environment from the negative impacts of globalization through a structured environment. This study contributes to a reconceptualization of citizenship by positioning parents as autonomous agents who reflectively define the meaning of ideal education, while also exposing the social paradox in which the community chooses Islamic boarding schools even though public schools offer greater student admission capacity and accessibility. In response, the study recommends a 'Pluralistic Education Ecosystem' model that emphasizes complementary and synergistic relationships between Islamic boarding schools and public schools, as well as a reconfiguration of more inclusive education policies that support the strengthening of Islamic boarding schools as distinctive educational institutions while ensuring the accessibility and quality of public schools.
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