Integration of Jürgen Habermas' communicative action theory in social studies education based on gender pedagogy
DOI:
https://doi.org/10.17977/um022v10i22025p228-245Keywords:
gender pedagogy, communicative action, social studies educationAbstract
The implementation of gender-based pedagogy often faces resistance stemming from patriarchal values and conservative religious interpretations. This study aims to reveal how such resistance arises among students and how Jürgen Habermas' communicative action theory can help transform it into a more open and reflective space for dialogue. Using a descriptive qualitative approach with a case study design at State Senior High School 1 in Depok, data were collected through observation, in-depth interviews, and analysis of learning documents. The study's results show two main forms of student resistance: conceptual resistance, in which students understand gender equality in theory but still adhere to traditional practices, and moral resistance, a rejection of the value of equality grounded in religious and cultural teachings. Through teachers' roles as facilitators of dialogue grounded in Habermas's communicative action, this resistance gradually evolved into a more open, critical discussion of different views. This process fosters new awareness and strengthens the internalization of gender equality values. The study shows that applying Habermas' theory in social studies learning can deepen students' understanding of gender inequality issues and also foster empathy, reflection, and inclusive citizenship attitudes.
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