The Role of Education for Poverty Alleviation in the Perspective of Critical Pedagogy
Siti Murtiningsih
, Hastanti Widy Nugroho
, Iva Ariani
, Agus Himmawan Utomo
Faculty of Philosophy, Universitas Gadjah Mada, Yogyakarta, Indonesia
stmurti@ugm.ac.id
Abstract
The critical pedagogy perspective is currently being promoted in education to advocate for inclusion and equity. However, few have considered the prospect of its application in the role of education towards poverty alleviation. This research discusses the contribution of Paulo Freire's thoughts on the idea of pedagogy of the oppressed which discusses the education of the oppressed. The education of the oppressed is education for humans who are involved in fighting for their freedom from the shackles of structural poverty created by education. Oppression referred to by Paulo Freire is any form of thought, structure, system, or culture that dominates, blackmails, deprives, dehumanizes, and prevents others from affirming themselves as dignified human beings. This research uses a systematic or narrative review to examine various theoretical literature and empirical research then analyzes all source materials using content analysis techniques. The results show that education can reduce poverty, as it will provide opportunities to get a decent education that can encourage participation in more decent work. In addition, critical education will increase critical awareness in solving problems and communicating through various means. This research argues that education plays a role in reducing poverty. Not only that, through the view of critical pedagogy, it can encourage individuals to be able to develop the potential they have in themselves, so that they can live independently. Critical pedagogy should be taught to students from an early age to generate critical thinking in addressing the realities of life.
Keywords
education, poverty, critical pedagogy
References
Amofah, S., & Agyare, L. (2022). Poverty alleviation approaches of development NGOs in Ghana: Application of the basic needs approach. Cogent Social Sciences, 8(1). https://doi.org/10.1080/23311886.2022.2063472
Badan Pusat Statistik. (2020). Indonesia Dalam Angka 2022. Statistik Indonesia 2020.
Baedowi, A. (2017). Kemiskinan dan Pendidikan. Media Indonesia. Retrieved from https://mediaindonesia.com/opini/94061/kemiskinan-dan-pendidikan
Bernstein, J. (2006). All Together Now Common Sense for a Fair Economy. Amerika: Berrett-Koehler Publishers.
Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research and Practice, 2(1), 14. https://doi.org/10.1186/s42466-020-00059-z
Elliott, R., & Timulak, L. (2021). Essentials of descriptive-interpretive qualitative research: A generic approach. In Essentials of descriptive-interpretive qualitative research: A generic approach. Washington: American Psychological Association. https://doi.org/10.1037/0000224-000
Freire, P. (2020). Pedagogy of the oppressed. In The Community Performance Reader. https://doi.org/10.4324/9781003060635-5
Hardana, A., Syekh, U., Hasan, A., Padangsidimpuan, A. A., Utara, S., & Artikel, R. (2023). Hubungan antara Kemiskinan dan Pendidikan di Indonesia dengan Pertumbuhan Ekonomi (The Relationship between Poverty and Education in Indonesia and Economic Growth). Studi Ekonomi Dan Kebijakan Publik (SEKP), 2(1), 7–19. Retrieved from https://doi.org/10.35912/sekp.v2i1.1945
Hofmarcher, T. (2021). The effect of education on poverty: A European perspective. Economics of Education Review, 83, 102124. https://doi.org/10.1016/j.econedurev.2021.102124
Lestari, N., Pasha, P. A., Oktapianti, M., & Noviarita, H. (2021). Teori Pembangunan Ekonomi. REVENUE: Jurnal Manajemen Bisnis Islam, 2(2), 95–112. https://doi.org/10.24042/revenue.v2i2.9071
Nur, E., & Asdiniah, A. (2021). Urgensi dan Implikasi Pedagogik Kritis pada Pendidikan di Era Revolusi Industri 4.0. Jurnal Pendidikan Tambusai.
Pernantah, P. S. (2020). PEMBELAJARAN SEJARAH DALAM PERSPEKTIF PEDAGOGI KRITIS. Jurnal Pendidikan, 11(1), 49. https://doi.org/10.31258/jp.11.1.49-58
Purnomo, S. D., Istiqomah, I., & Suharno, S. (2020). HUBUNGAN PENDIDIKAN DAN KEMISKINAN: PENDEKATAN VARIABEL MEDIASI PENDAPATAN PER KAPITA. E-Jurnal Ekonomi Dan Bisnis Universitas Udayana, 539. https://doi.org/10.24843/EEB.2020.v09.i06.p04
Shi, Z., & Qamruzzaman, M. (2022). Re-Visiting the Role of Education on Poverty Through the Channel of Financial Inclusion: Evidence From Lower-Income and Lower-Middle-Income Countries. Frontiers in Environmental Science. https://doi.org/10.3389/fenvs.2022.873652
Soler-Gallart, M. (2023). Pedagogy of the oppressed: 50th anniversary edition. International Review of Education, 69(1–2), 249–251. https://doi.org/10.1007/s11159-023-09992-y
Thị Tuyết Vân, P. (2018). Education as a breaker of poverty: a critical perspective. Papers of Social Pedagogy, 7(2), 30–41. https://doi.org/10.5604/01.3001.0010.8049
Tian, H., & Ming, S. (2022). A visualization analysis of poverty alleviation through education research in China. Cogent Social Sciences. https://doi.org/10.1080/23311886.2022.2132674
Wattimena, R. A. A. (2018). Pedagogi Kritis: Pemikiran Henry Giroux Tentang Pendidikan dan Relevansinya untuk Indonesia. Jurnal Filsafat, 28(2), 180. https://doi.org/10.22146/jf.34714
Zaqiah, A., Triani, M., & Yeni, I. (2023). Pengaruh Pendidikan, Pengangguran dan Jumlah Penduduk Terhadap Tingkat Kemiskinan di Indonesia. Jurnal Kajian Ekonomi Dan Pembangunan, 5(3), 33. https://doi.org/10.24036/jkep.v5i3.15284
stmurti@ugm.ac.id
Abstract
The critical pedagogy perspective is currently being promoted in education to advocate for inclusion and equity. However, few have considered the prospect of its application in the role of education towards poverty alleviation. This research discusses the contribution of Paulo Freire's thoughts on the idea of pedagogy of the oppressed which discusses the education of the oppressed. The education of the oppressed is education for humans who are involved in fighting for their freedom from the shackles of structural poverty created by education. Oppression referred to by Paulo Freire is any form of thought, structure, system, or culture that dominates, blackmails, deprives, dehumanizes, and prevents others from affirming themselves as dignified human beings. This research uses a systematic or narrative review to examine various theoretical literature and empirical research then analyzes all source materials using content analysis techniques. The results show that education can reduce poverty, as it will provide opportunities to get a decent education that can encourage participation in more decent work. In addition, critical education will increase critical awareness in solving problems and communicating through various means. This research argues that education plays a role in reducing poverty. Not only that, through the view of critical pedagogy, it can encourage individuals to be able to develop the potential they have in themselves, so that they can live independently. Critical pedagogy should be taught to students from an early age to generate critical thinking in addressing the realities of life.Keywords
education, poverty, critical pedagogyReferences
Amofah, S., & Agyare, L. (2022). Poverty alleviation approaches of development NGOs in Ghana: Application of the basic needs approach. Cogent Social Sciences, 8(1). https://doi.org/10.1080/23311886.2022.2063472
Badan Pusat Statistik. (2020). Indonesia Dalam Angka 2022. Statistik Indonesia 2020.
Baedowi, A. (2017). Kemiskinan dan Pendidikan. Media Indonesia. Retrieved from https://mediaindonesia.com/opini/94061/kemiskinan-dan-pendidikan
Bernstein, J. (2006). All Together Now Common Sense for a Fair Economy. Amerika: Berrett-Koehler Publishers.
Busetto, L., Wick, W., & Gumbinger, C. (2020). How to use and assess qualitative research methods. Neurological Research and Practice, 2(1), 14. https://doi.org/10.1186/s42466-020-00059-z
Elliott, R., & Timulak, L. (2021). Essentials of descriptive-interpretive qualitative research: A generic approach. In Essentials of descriptive-interpretive qualitative research: A generic approach. Washington: American Psychological Association. https://doi.org/10.1037/0000224-000
Freire, P. (2020). Pedagogy of the oppressed. In The Community Performance Reader. https://doi.org/10.4324/9781003060635-5
Hardana, A., Syekh, U., Hasan, A., Padangsidimpuan, A. A., Utara, S., & Artikel, R. (2023). Hubungan antara Kemiskinan dan Pendidikan di Indonesia dengan Pertumbuhan Ekonomi (The Relationship between Poverty and Education in Indonesia and Economic Growth). Studi Ekonomi Dan Kebijakan Publik (SEKP), 2(1), 7–19. Retrieved from https://doi.org/10.35912/sekp.v2i1.1945
Hofmarcher, T. (2021). The effect of education on poverty: A European perspective. Economics of Education Review, 83, 102124. https://doi.org/10.1016/j.econedurev.2021.102124
Lestari, N., Pasha, P. A., Oktapianti, M., & Noviarita, H. (2021). Teori Pembangunan Ekonomi. REVENUE: Jurnal Manajemen Bisnis Islam, 2(2), 95–112. https://doi.org/10.24042/revenue.v2i2.9071
Nur, E., & Asdiniah, A. (2021). Urgensi dan Implikasi Pedagogik Kritis pada Pendidikan di Era Revolusi Industri 4.0. Jurnal Pendidikan Tambusai.
Pernantah, P. S. (2020). PEMBELAJARAN SEJARAH DALAM PERSPEKTIF PEDAGOGI KRITIS. Jurnal Pendidikan, 11(1), 49. https://doi.org/10.31258/jp.11.1.49-58
Purnomo, S. D., Istiqomah, I., & Suharno, S. (2020). HUBUNGAN PENDIDIKAN DAN KEMISKINAN: PENDEKATAN VARIABEL MEDIASI PENDAPATAN PER KAPITA. E-Jurnal Ekonomi Dan Bisnis Universitas Udayana, 539. https://doi.org/10.24843/EEB.2020.v09.i06.p04
Shi, Z., & Qamruzzaman, M. (2022). Re-Visiting the Role of Education on Poverty Through the Channel of Financial Inclusion: Evidence From Lower-Income and Lower-Middle-Income Countries. Frontiers in Environmental Science. https://doi.org/10.3389/fenvs.2022.873652
Soler-Gallart, M. (2023). Pedagogy of the oppressed: 50th anniversary edition. International Review of Education, 69(1–2), 249–251. https://doi.org/10.1007/s11159-023-09992-y
Thị Tuyết Vân, P. (2018). Education as a breaker of poverty: a critical perspective. Papers of Social Pedagogy, 7(2), 30–41. https://doi.org/10.5604/01.3001.0010.8049
Tian, H., & Ming, S. (2022). A visualization analysis of poverty alleviation through education research in China. Cogent Social Sciences. https://doi.org/10.1080/23311886.2022.2132674
Wattimena, R. A. A. (2018). Pedagogi Kritis: Pemikiran Henry Giroux Tentang Pendidikan dan Relevansinya untuk Indonesia. Jurnal Filsafat, 28(2), 180. https://doi.org/10.22146/jf.34714
Zaqiah, A., Triani, M., & Yeni, I. (2023). Pengaruh Pendidikan, Pengangguran dan Jumlah Penduduk Terhadap Tingkat Kemiskinan di Indonesia. Jurnal Kajian Ekonomi Dan Pembangunan, 5(3), 33. https://doi.org/10.24036/jkep.v5i3.15284
