The Impacts of Liberal Arts Education of Jesuit School Culture on English Teachers’ Transformed Agencies

Aditya Agung Sutono, Markus Budiraharjo

Abstract


Teachers as agents of change play a key role to not only assist their students with their learning, but also to professionally navigate the tension among their own beliefs, school culture, and the mandated curriculum. Drawing upon principles of Liberal Arts Education, a Jesuit Senior High School in Yogyakarta has carried out liberal arts education (LAE) since its inception in 1948, so as to nurture students’ capability to make their own choices and become responsible to their own deeds. This study is set to 1) discover transformative processes of four English teachers in their efforts to adopt and adapt to existing school values, and 2) elaborate the ways in which these teachers adopted and implemented the LAE and Ignatian Pedagogy into their teaching activities. This research employs Narrative Inquiry for its research method. Data gathering was accomplished by interviews, school observations, field notes, and document analysis. Four English teachers and some students were involved in the interviews. To guide data analysis, Mezirow’s (1998) Critical Self-Reflection of Assumptions (CSRA) and Biesta, Priestly, & Robinson’s (2015) teacher agency were utilized. Findings suggest that transformed agencies took place in response to catalytic moments, especially due to the changing nature of students and the expectation to maintain quality teaching. Further studies may address a larger scope of teacher agencies among teachers in public schools.


Keywords


Jesuit School Culture; Liberal Arts Education; Teacher Personal Beliefs; Transformative Learning

Full Text:

PDF

References


Abbott, A. (2016). Processual sociology. University of Chicago Press.

Aelterman, N., Vansteenkiste, M., Van Keer, H., & Haerens, L. (2016). Changing teachers' beliefs regarding autonomy support and structure: The role of experienced psychological need satisfaction in teacher training. Psychology of Sport and Exercise, 23, 64-72.

Alhamuddin (2018). Sejarah Kurikulum di Indonesia: Studi Analisis Kebijakan Pengembangan Kurikulum (Journal article). Retrieved from https://www.academia.edu/15234157/SEJARAH_KURIKULUM_DI_INDONESIA

Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning: Boston.

Bamberg, M. (2016). Narrative. The international encyclopedia of communication theory and philosophy (pp. 1-9).

Bakharia, A., Corrin, L., De Barba, P., Kennedy, G., Gašević, D., Mulder, R., ... & Lockyer, L. (2016, April). A conceptual framework linking learning design with learning analytics. In Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 329-338). ACM.

Bradbury, H., Lewis, R., & Embury, D. C. (2019). Education Action Research. The Wiley Handbook of Action Research in Education (pp. 7-28). John Wiley & Sons, Inc: Indianapolis.

Biesta, G., Priestley, M., & Robinson, S. (2015). The role of beliefs in teacher agency. Teachers and Teaching, 21(6), 624-640. https://doi.org/10.1080/13540602.2015.1044325.

Budiharto, A. (2018). The Role of Silent Way Method to English Teaching in a Private Islamic Middle School. Jurnal SOLMA, 7(2), 161-167. https://doi.org/10.29405/solma.v7i2.1396.

Budiraharjo, M. (2016). Nurturing High Expectations: Living a Well-Lived Curriculum on a Humanistic Perspective. LLT Journal: A Journal on Language and Language Teaching, 18(1), 39-50. https://doi.org/10.24071/llt.2015.180105.

Carpenter, D. (2015). School culture and leadership of professional learning communities. International Journal of Educational Management, 29(5), 682-694. https://doi.org/10.1108/IJEM-04-2014-0046.

Carter Andrews, D. J., Bartell, T., & Richmond, G. (2016). Teaching in dehumanizing times: The professionalization imperative. Journal of Teacher Education, 67(3), 170-172. https://doi.org/10.1177/0022487116640480.

Christie, M., Carey, M., Robertson, A., & Grainger, P. (2015). Putting transformative learning theory into practice. Australian Journal of Adult Learning, 55(1), 9-30.

Clandinin, D. J. (2016). Engaging in Narrative Inquiry—Developing Qualitative Inquiry (Vol. 9). New York: Routledge.

Deal, T. E., & Peterson, K. D. (2016). Shaping school culture. Jossey-Bass: San Francisco, CA.

Dover, A. G., Henning, N., & Agarwal-Rangnath, R. (2016). Reclaiming agency: Justice-oriented social studies teachers respond to changing curricular standards. Teaching and Teacher Education, 59, 457-467. https://doi.org/10.1016/j.tate.2016.07.016

Fullan, M. (1993). Change forces: Probing the depth of educational reforms. Levittown, PA: Falmer Press.

Fullan, M. (1999). Change forces: The sequel. Philadelphia: Falmer Press.

Gearing, R.E. (2004). Bracketing in research: A typology. Qualitative Health Research,14(10), 1429-1452.

Gunawan, I. (2017, September). Indonesian Curriculum 2013: Instructional Management, Obstacles Faced by Teachers in Implementation and the Way Forward. In 3rd International Conference on Education and Training (ICET 2017). Atlantis Press. https://doi.org/10.2991/icet-17.2017.9

Gruenert, S., & Whitaker, T. (2015). School culture rewired: How to define, assess, and transform it (pp. 1-25). ASCD: Alexandria, VA.

Hadian, R. R., & Wirawan, Y. G. (2005). Pengaruh strategi belajar mental imagery terhadap recall bacaan pada siswa SMA Kolese De Britto (unpublished doctoral dissertation). Universitas Gadjah Mada, Yogyakarta.

Hickson, H. (2016). Becoming a critical narrativist: Using critical reflection and narrative inquiry as research methodology. Qualitative Social Work, 15(3), (pp. 380-391). https://doi.org/10.1177/1473325015617344

Huda, M., Sabani, N., Shahrill, M., Jasmi, K. A., Basiron, B., & Mustari, M. I. (2017). Empowering learning culture as student identity construction in higher education. In: Student Culture and Identity in Higher Education (pp. 160-179). IGI Global.

Ilma, Z., & Pratama, R. K. (2015). Transformation in Indonesian Language Curriculum: Pros and Cons between KTSP 2006 and Curriculum 2013 in Indonesia. In Proceedings of International Conference on Trends in Economics. Humanities and Management (pp. 146-148).

Ismail, N. M., & Fata, I. A. (2016). Posner’s analysis on Indonesian Curriculum 2013. In Proceedings of English Education International Conference 1 (2), 341-345.

Ivanova, Y., & Sokolov, P. (2015). Prospects for liberal arts education development in Russian universities. Voprosy obrazovaniya/Educational Studies, 4, 72-91. https://doi.org/10.17323/1814-9545-2015-4-72-91

Jones, M., & Charteris, J. (2017). Transformative professional learning: an ecological approach to agency through critical reflection. Reflective Practice, 18(4), 496-513. https://doi.org/10.1080/14623943.2017.1307729

Kartono, St. (1999). Arah Pendidikan Kolese de Britto [The Direction of de Britto College’s Educational System]. in Kartono, et al. (Eds.), Pendidikan Bebas: Menuju Pribadi Mandiri [Freedom-Based Education: Towards Independent Individuality] (pp. 13–18). Yogyakarta: Yayasan de Britto [de Britto Foundation]

Kartono, St., & Cahyadi, K (1999). Di Balik Kebebasan dan Rambut Gondrong [Beyond the Liberty and the Long-Hair]. In Kartono, et al. (Eds.), Pendidikan Bebas; Menuju Pribadi Mandiri [Freedom-Based Education: Towards Independent Individuality] (pp. 25–30). Yogyakarta: Yayasan de Britto [de Britto Foundation]

Kim, J. H. (2015). Understanding narrative inquiry: The crafting and analysis of stories as research. Sage: Thousand Oaks, CA.

Kitchenham, A., & Chasteauneuf, C. (2009). An application of Mezirow’s critical reflection theory to electronic portfolios. Journal of Transformative Education, 7(3), 230-244.

Levin, B. B. (2014). The development of teachers’ beliefs. In International handbook of research on teachers' beliefs (pp. 60-77). Retrieved from https://www.routledgehandbooks.com/doi/10.4324/9780203108437.

Mangali, Z., & Hamdan, A. R. B. (2015). The Barriers to Implementing English School Based Curriculum In Indonesia: Teachers perspective. International Journal for Innovation Education and Research, 3(4), 102-110. https://doi.org/10.31686/ijier.vol3.iss4.351.

McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities: Professional strategies to improve student achievement (Vol. 45). Teachers College Press: New York.

Mezirow, J.J. (1978). Perspective transformation. Adult Education, 28 (20), 100-110.

Mezirow, J.J. (1996). Contemporary paradigms of learning. Adult Education Quarterly, 46(3), 158-172.

Mezirow, J., & Associates (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.

Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.

Neto, M. (2015). Educational motivation meets Maslow: Self-actualisation as a contextual driver. Journal of Student Engagement: Education Matters, 5(1), 18-27.

Ng, C. F., & Ng, P. K. (2015). A review of intrinsic and extrinsic motivations of ESL learners. International Journal of Languages, Literature and Linguistics, 1(2), 98-105.

Nuh, M. (2013). Salinan Permendikbud Nomor 54 tahun 2013 tentang Standar Kompetensi Lulusan Pendidikan Dasar dan Menengah. (Official Gazette of the Republic of Indonesia, Report No. 172). Jakarta: Kementerian Pendidikan dan Kebudayaan.

Oei, T. D. (1976). Pendidikan Bebas di SMA Kolese de Britto sebagai Sikap Dasar [Freedom Will Education in de Britto College as Fundamental Behaviour; Paper]. Retrieved from https://www.debritto.sch.id/content.php?id=9

O'Brien, S. J. (2015). The Spiritual Exercises as a foundation for Jesuit education. Conversations on Jesuit Higher Education, 47(1), Article 3.

Palmer, P.J. (1998). The courage to teach. San Francisco: Jossey-Bass.

Patterson, O. (2014). Making sense of culture. Annual review of sociology, 40, (pp. 1-30).

Permatasari, I., Rudhito, M. A., & Sriyanto, H. J. (2011, December). Interaksi Guru dan Siswa dalam Pembelajaran Matematika Topik Kaidah Pencacahan dengan Menggunakan Buku Ajar di Kelas XI IPA SMA Kolese De Britto. Unpublished manuscript. Downloaded from http://eprints.uny.ac.id/7381. Yogyakarta: Yogyakarta State University.

Pezalla, A. E., Pettigrew, J., & Miller-Day, M. (2012). Researching the researcher-as-instrument: An exercise in interviewer self-reflexivity. Qualitative Research, 12(2), 165-185. https://doi.org/10.1177/1468794111422107

Priestley, M., Biesta, G., & Robinson, S. (2015a). Teacher agency: An ecological approach. Bloomsbury Publishing: London.

Priestley, M., Biesta, G., & Robinson, S. (2015b). Teacher agency: what is it and why does it matter?. In Flip the system (pp. 134-148). Routledge: London.

Priestley, M., Biesta, G., & Robinson, S. (2013). Teachers as agents of change: Teacher agency and emerging models of curriculum. Reinventing the curriculum: New trends in curriculum policy and practice, 187-206.

Prihantoro, C. R. (2015). The perspective of curriculum in Indonesia on environmental education. International Journal of Research Studies in Education, 4(1), 77-83.

Prihartoyo, Y. R., & Dwiningrum, S. I. A. (2014). Manajemen Pendidikan Karakter di SMA De Britto Yogyakarta. Jurnal Akuntabilitas Manajemen Pendidikan, 2(1), 135-146.

Sartono, E. K. E., Muhadjir, N., & Sumarno, S. (2015). Pendidikan nilai kebangsaan melalui budaya sekolah di SMA Taruna Nusantara dan SMA Kolese de Britto. Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi, 3(2), 142-150.

Spina, N. (2017). The global testing culture: Shaping education policy, perceptions and practice. Journal of Education for Teaching, 1 (4), 267-269 https://doi.org/10.1080/02607476.2017.1282751

Taylor, E. W. (2017). Transformative learning theory. In Transformative learning meets bildung (pp. 17-29). Brill: Boston.

Van der Wende, M. (2017). The emergence of liberal arts and sciences education in Europe 1, 2: A Comparative Perspective. In The Evolution of Liberal Arts in the Global Age (pp. 106-126). Routledge: Philadelphia.

Wangsalegawa, T. (2009). Origins of Indonesian curriculum theory and practice: Possibilities for the future. University of Illinois at Chicago.

Wehling, L. J., & Charters, W. W. (1969). Dimensions of Teacher Beliefs about the Teaching Process. American Educational Research Journal, 6(1), 7–30.

Whitehead, M. (2016). English Jesuit Education: Expulsion, Suppression, Survival and Restoration, 1762-1803. Routledge: Philadelphia.

Widayanti, E. S. (2017). Pendidikan kepemimpinan dalam sekolah Yesuit di SMA Kolese de Britto Yogyakarta Spektrum Analisis Kebijakan Pendidikan, 6(4), 344-356.

Yanmei, Z. (2014, September). Development Research of psychology education under the background of humanism. In 2014 Conference on Informatisation in Education, Management and Business (IEMB-14). Atlantis Press: Paris.




DOI: https://doi.org/10.17509/ije.v13i1.24589

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Aditya Agung Sutono, Markus Budiraharjo



Lisensi Creative Commons
This work is licensed under Creative Commons Attribution-ShareAlike 4.0 International License.