A Freirean Analysis of Indonesian Ministry of Education and Culture's School Literacy Movement

Autor/inn/en	Anita; Sudrajat, Ajat; Aman
Titel	A Freirean Analysis of Indonesian Ministry of Education and Culture's School Literacy Movement
Quelle	In: Journal for Critical Education Policy Studies, 20 (2023) 3, S.411-426 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Literacy Education; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Scores; Critical Literacy; Personal Autonomy; Economic Factors; Neoliberalism; Program Development; Educational Policy; International Organizations; Social Change; Critical Theory; Elementary Secondary Education; Reading Attitudes; Program Implementation; Student Attitudes; Reading Materials; Reader Text Relationship; Indonesia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Kritisches Lesen; Individuelle Autonomie; Ökonomischer Faktor; Neo-liberalism; Neoliberalismus; Programmplanung; Politics of education; Bildungspolitik; International organisation; International organisations; International organization; Internationale Organisation; Sozialer Wandel; Kritische Theorie; Reading behavior; Rading behaviour; Leseverhalten; Schülerverhalten; Indonesien
Abstract	Since joining The Organization for Economic Co-operation and Development (OECD), Indonesia has been actively shaping its education policy following the recommendations derived from the results of the Program for International Student Assessment (PISA). In response to the consistently low PISA reading scores, in 2015 the Indonesian Ministry of Education and Culture launched a literacy program called the School Literacy Movement. However, PISA results in 2018 indicated that the literacy score of Indonesian students was lower than their score before the SLM program. This paper will analyze the conceptual problems behind the failure of the SLM. Using Paulo Freire's concept of critical literacy as an analytical framework, this paper will investigate the basic assumptions of the SLM concerning the concept of human and his/her relations to the world and its implications on the program's appreciation of students' agency as learners. This article explores how a literacy practice with problematic concepts of human fails to become a humanization movement, instead the literacy practice only becomes a tool for the state to pursue economic targets under the pressure of global neoliberalism. In doing so, this paper seeks to explore how the neoliberal framework inherent in PISA has shaped a literacy program in one of its participating countries. (As Provided).
Anmerkungen	Institute for Education Policy Studies. University of Northampton, School of Education, Boughton Green Road, Northampton, NN2 7AL, UK. Tel: +44-1273-270943; e-mail: ieps@ieps.org.uk; Web site: http://www.jceps.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01