ROOTLESS SCHOOLS: EXAMING THE CULTURAL IDENTITY CRISIS AMIDST THE UNIFORM FLOW OF GLOBAL EDUCATION
DOI:
https://doi.org/10.21009/ishel.v2i1.72549Keywords:
cultural identity, educational management, educational anthropology, homogenization of globalAbstract
The purpose of this study is to examine the cultural identity crisis experienced by the younger generation potentially arising from the global educational standardization process, which increasingly emphasizes uniformity of competencies and international indicators. This research was conducted qualitatively using a literature review approach that summarized several scientific literature. Policy reports and relevant research from the past ten years. This analysis was developed from two interrelated perspectives: an educational management perspective and an anthropological perspective. The findings reveal that the conflict between global educational standardization and local cultural conservation is not merely an administrative problem, but one closely related to identity, relationships, and meaning in education. This research proposes that culturally responsive educational management (CRM) can serve as a framework to reconcile global quality standards with local cultural values, language, and knowledge to reconcile global quality standards with local cultural values, language, and knowledge in the daily educational studies or management in Indonesia.
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