Currents of Change: Education as a Catalyst for Social Transformation in Riverine Communities

Mujiansyah muji

doi:10.18535/sshj.v8i09.1350

Abstract

This study examines the role of education as a catalyst for social transformation in the riverine communities of Banjarmasin, South Kalimantan. Using a multidisciplinary approach, the study analyzes the impact of educational interventions on livelihood diversification, gender dynamics, and environmental awareness. The findings indicate that education has significantly contributed to socio-economic changes, including increased female participation in decision-making and the emergence of community-based river conservation initiatives. Vocational and non-formal education programs demonstrate high effectiveness in promoting social transformation. However, challenges such as cultural resistance, inadequate infrastructure, and the digital divide continue to impede the transformation process. This research recommends developing more contextual curricula and increasing investment in educational infrastructure. These findings provide important insights for educational policies in riverine areas and can serve as a model for similar communities elsewhere.

Keywords

Transformative educationRiverine communitiesCommunity empowerment

References

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Sutrisno, A., & Wati, E. (2023). Teacher turnover and qualifications in riverine schools of Banjarmasin. Asia Pacific Journal of Teacher Education, 51(3), 315-331.Google Scholar ↗
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UNESCO. (2022). Global Education Monitoring Report 2022: Non-state actors in education: Who chooses? Who loses? UNESCO.Google Scholar ↗
Widodo, S., & Sari, R. (2023). Policy analysis of educational interventions in Banjarmasin's riverine communities. International Journal of Educational Development, 94, 102627.Google Scholar ↗
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Yuliani, E., & Hardini, T. (2022). Changing career aspirations among female youth in Banjarmasin's riverine communities. Gender and Education, 34(5), 590-605.Google Scholar ↗
Zaini, M., Putri, A., & Hasan, S. (2021). Comparative study of environmental awareness and conservation participation in Banjarmasin's riverine communities. Environmental Education Research, 27(5), 715-731.Google Scholar ↗

[refR-1] Aikman, S. (1999). Intercultural education and literacy: An ethnographic study of indigenous knowledge and learning in the Peruvian Amazon. John Benjamins Publishing.Google Scholar ↗

[refR-2] Alexiades, M. N. (Ed.). (2009). Mobility and migration in indigenous Amazonia: Contemporary ethnoecological perspectives. Berghahn Books.Google Scholar ↗

[refR-3] Arifin, M., Putri, R. A., & Sari, N. (2021). The impact of community-based river schools on environmental conservation in Banjarmasin. Journal of Environmental Education, 52(3), 156-170.Google Scholar ↗

[refR-4] Azizah, N., Rahman, A., & Putri, S. (2020). Women's education and decision-making participation in riverine communities of Banjarmasin. Gender and Education, 32(4), 512-528.Google Scholar ↗

[refR-5] Becker, G. S. (1994). Human capital: A theoretical and empirical analysis, with special reference to education. University of Chicago Press.Google Scholar ↗

[refR-6] Brondízio, E. S. (2008). The Amazonian Caboclo and the Açaí palm: Forest farmers in the global market. New York Academy of Sciences.Google Scholar ↗

[refR-7] Coomes, O. T., Takasaki, Y., & Rhemtulla, J. M. (2010). Land-use poverty traps identified in shifting cultivation systems shape long-term tropical forest cover. Proceedings of the National Academy of Sciences, 107(31), 13747-13751.Google Scholar ↗

[refR-8] Deiro, M., Silva, F., & Santos, R. (2020). River-based transportation systems for education access in rural Amazonia. Journal of Rural Studies, 76, 230-242.Google Scholar ↗

[refR-9] Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury Publishing.Google Scholar ↗

[refR-10] Goldin, C. (2016). Human capital. In C. Diebolt & M. Haupert (Eds.), Handbook of cliometrics (pp. 55-86). Springer.Google Scholar ↗

[refR-11] Gruenewald, D. A., & Smith, G. A. (Eds.). (2014). Place-based education in the global age: Local diversity. Routledge.Google Scholar ↗

[refR-12] Harris, M. (2000). Life on the Amazon: The anthropology of a Brazilian peasant village. Oxford University Press.Google Scholar ↗

[refR-13] Hasanah, L., Putro, H. P., & Wati, E. (2021). The impact of vocational education programs on economic diversification in riverine communities of Banjarmasin. Journal of Vocational Education & Training, 73(2), 285-301.Google Scholar ↗

[refR-14] Hidayat, R., & Putri, A. (2023). Environmental education and community-led initiatives for river conservation in Banjarmasin. Environmental Education Research, 29(3), 412-428.Google Scholar ↗

[refR-15] Hidayat, S., & Prasetyo, Y. (2022). Geographic challenges in accessing education for riverine communities in Banjarmasin. Asia Pacific Journal of Education, 42(2), 310-325.Google Scholar ↗

[refR-16] IPCC. (2022). Climate Change 2022: Impacts, Adaptation and Vulnerability. Cambridge University Press.Google Scholar ↗

[refR-17] Kawagley, A. O., & Barnhardt, R. (1998). Education indigenous to place: Western science meets native reality. Alaska Native Knowledge Network, 1-17.Google Scholar ↗

[refR-18] Kehrig, H. A., Malm, O., Akagi, H., Guimarães, J. R., & Torres, J. P. (2008). Methylmercury in fish and hair samples from the Balbina Reservoir, Brazilian Amazon. Environmental Research, 107(3), 356-361.Google Scholar ↗

[refR-19] Marothia, D. (2020). Sustainable management of riverine ecosystems: Challenges and opportunities. Environmental Management, 65(4), 416-429.Google Scholar ↗

[refR-20] Mistry, J., & Berardi, A. (2016). Bridging indigenous and scientific knowledge. Science, 352(6291), 1274-1275.Google Scholar ↗

[refR-21] Moran, E. F. (1993). Through Amazonian eyes: The human ecology of Amazonian populations. University of Iowa Press.Google Scholar ↗

[refR-22] Mulkeen, A., & Chen, D. (Eds.). (2008). Teachers for rural schools: Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda. World Bank Publications.Google Scholar ↗

[refR-23] Noor, A., & Sidik, R. (2022). Cultural resistance to educational change in Banjarmasin's riverine communities. Anthropology & Education Quarterly, 53(2), 185-202.Google Scholar ↗

[refR-24] Norsidi, S., & Sumarmi, S. (2021). The impact of education on livelihood diversification in Banjarmasin's riverine communities. International Journal of Educational Development, 80, 102318.Google Scholar ↗

[refR-25] Nugroho, A., Putri, R., & Sari, N. (2022). Integrating local wisdom in science curricula: A comparative study of riverine schools in Banjarmasin. Journal of Science Education, 33(4), 512-528.Google Scholar ↗

[refR-26] OECD. (2023). Education at a Glance 2023: OECD Indicators. OECD Publishing.Google Scholar ↗

[refR-27] Oliver-Smith, A. (2019). Global change, natural disasters and displacement: The uneasy planetary dance of water, fire and earth. Routledge.Google Scholar ↗

[refR-28] Padoch, C., Brondizio, E., Costa, S., Pinedo-Vasquez, M., Sears, R. R., & Siqueira, A. (2008). Urban forest and rural cities: multi-sited households, consumption patterns, and forest resources in Amazonia. Ecology and Society, 13(2).Google Scholar ↗

[refR-29] Parry, L., Peres, C. A., Day, B., & Amaral, S. (2010). Rural–urban migration brings conservation threats and opportunities to Amazonian watersheds. Conservation Letters, 3(4), 251-259.Google Scholar ↗

[refR-30] Pinheiro, H. T., Bernardo, P. H., & Santos, F. B. (2016). Improving teacher training for quality education in remote areas of the Amazon. Teacher Development, 20(5), 667-685.Google Scholar ↗

[refR-31] Pinho, P. F., Marengo, J. A., & Smith, M. S. (2015). Complex socio-ecological dynamics driven by extreme events in the Amazon. Regional Environmental Change, 15(4), 643-655.Google Scholar ↗

[refR-32] Putri, A., & Ramadhan, S. (2023). Shifting career aspirations among riverine youth in Banjarmasin: A longitudinal study. Journal of Youth Studies, 26(3), 420-437.Google Scholar ↗

[refR-33] Rahmah, S., & Putri, A. (2019). The emergence of a knowledge-based middle class in Banjarmasin's riverine communities. Asian Journal of Social Science, 47(4-5), 576-597.Google Scholar ↗

[refR-34] Rahmawati, D., Hasan, M., & Wijaya, A. (2022). Digital divide and online learning challenges in Banjarmasin's riverine communities during COVID-19. Education and Information Technologies, 27(3), 3215-3234.Google Scholar ↗

[refR-35] Sari, N., & Rahman, A. (2022). Navigating tradition and modernity: Cultural intermediaries in Banjarmasin's riverine communities. Journal of Contemporary Ethnography, 51(3), 329-355.Google Scholar ↗

[refR-36] Sari, R., Putri, A., & Hasan, M. (2022). Relevance gap between formal education and local realities in Banjarmasin's riverine communities. Comparative Education Review, 66(2), 278-298.Google Scholar ↗

[refR-37] Stromquist, N. P. (2001). What poverty does to girls' education: The intersection of class, gender and policy in Latin America. Compare: A Journal of Comparative and International Education, 31(1), 39-56.Google Scholar ↗

[refR-38] Sutrisno, A., & Wati, E. (2023). Teacher turnover and qualifications in riverine schools of Banjarmasin. Asia Pacific Journal of Teacher Education, 51(3), 315-331.Google Scholar ↗

[refR-39] Sztompka, P. (2015). Socjologia zmian społecznych. Znak. (Polish)Google Scholar ↗

[refR-40] UNESCO. (2015). Education for All 2000-2015: Achievements and challenges. UNESCO Publishing.Google Scholar ↗

[refR-41] UNESCO. (2022). Global Education Monitoring Report 2022: Non-state actors in education: Who chooses? Who loses? UNESCO.Google Scholar ↗

[refR-42] Widodo, S., & Sari, R. (2023). Policy analysis of educational interventions in Banjarmasin's riverine communities. International Journal of Educational Development, 94, 102627.Google Scholar ↗

[refR-43] World Bank. (2018). World Development Report 2018: Learning to Realize Education's Promise. World Bank.Google Scholar ↗

[refR-44] Yulianto, A., Putri, S., & Rahman, M. (2023). Educational funding disparities between urban and riverine areas in Banjarmasin. Economics of Education Review, 92, 102303.Google Scholar ↗

[refR-45] Yuliani, E., & Hardini, T. (2022). Changing career aspirations among female youth in Banjarmasin's riverine communities. Gender and Education, 34(5), 590-605.Google Scholar ↗

[refR-46] Zaini, M., Putri, A., & Hasan, S. (2021). Comparative study of environmental awareness and conservation participation in Banjarmasin's riverine communities. Environmental Education Research, 27(5), 715-731.Google Scholar ↗