Ruang Kelas sebagai Arena Interkultural: Studi Etnografi tentang Praktik Pendidikan Lintas Budaya di SMA Negeri 3 Kupang Timur
DOI:
https://doi.org/10.29408/jhm.v12i2.34622Keywords:
culturally responsive pedagogy, educational ethnography, identity negotiation, intercultural classroom, intercultural educationAbstract
This study aims to analyze the classroom as an intercultural arena through an ethnographic investigation of intercultural education practices at SMA Negeri 3 Kupang Timur. The ethnic, linguistic, and socio-cultural diversity of students in East Nusa Tenggara creates complex interactional dynamics within classroom learning processes. Such diversity positions the classroom not merely as an instructional space, but as a social arena in which identity negotiation, meaning-making, and intercultural dialogue continuously unfold. This research employed a qualitative approach using an educational ethnography design to gain an in-depth understanding of participants’ lived experiences, meanings, and everyday practices. Data were collected through participant observation, semi-structured interviews with 25 informants (the principal, teachers, and students), and document analysis. Informants were selected purposively based on their active involvement in multicultural learning practices within the school context. The findings reveal four major themes: (1) identity negotiation through language use and communicative practices; (2) the formation of solidarity alongside culturally based social boundaries; (3) the implementation of culturally responsive pedagogy by teachers; and (4) the management of tensions and stereotypes in student interactions. These findings demonstrate that the classroom is not a neutral space, but rather a dynamic site of cultural production, reproduction, and transformation where intercultural meanings are continuously constructed. Theoretically, this study contributes to the fields of educational anthropology and intercultural theory by offering an empirical understanding of intercultural educational practices in a secondary school context. Practically, the findings highlight the importance of strengthening teachers’ reflective competence and developing school policies that promote inclusive and culturally responsive education. Future research is recommended to adopt longitudinal or comparative designs in order to broaden the understanding of intercultural dynamics across different educational settings.
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