Teachers' Symbolic Capital and Power Relations in the Classroom: Study at MI Muhammadiyah Petambakan
DOI:
https://doi.org/10.63738/ilmina.v2i1.35Keywords:
Teacher Symbolic Capital, Symbolic Power, Teacher-Student Relations, Elementary EducationAbstract
This study aims to analyze teachers' symbolic capital and power relations in the classrooms of MI Muhammadiyah Petambakan. Although studies on teacher authority have been widely conducted, research that specifically examines teachers' symbolic capital in the context of rural Islamic elementary schools remains relatively limited. This study employed a qualitative approach, with data collected through observation, interviews with the principal, teachers, students, and parents, as well as documentation to gain an in-depth understanding of teacher–student interactions in the learning process. The findings reveal that teachers' symbolic capital is constructed through authority, professional status, and social legitimacy recognized within the school community, positioning teachers as respected figures of authority. Power relations in the classroom are characterized by teachers' dominance in controlling the learning process, while students tend to follow the directions provided. Furthermore, disciplinary practices indicate that teachers' symbolic authority is utilized to maintain classroom order, although opportunities for two-way interaction between teachers and students remain present. These findings support Bourdieu's theory of social reproduction while also demonstrating that teacher power relations in madrasahs are not always repressive in nature. Instead, they function as mechanisms for maintaining order and facilitating the internalization of values.
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