Islamic Education in the Vortex of Local Politics: An Ethnomethodological Analysis of the Negotiation of Power, Accountability and Sustainable Governance
DOI:
https://doi.org/10.51278/aj.v8i4.2873Keywords:
Islamic Education, Local Politics, Ethnomethodology, Institutional AutonomyAbstract
The dynamics of political decentralization in Indonesia have placed Islamic educational institutions, particularly pesantren and madrasahs, at the intersection between the pressures of local political hegemony and the imperative to preserve religious pedagogical integrity. This study aims to uncover, from a micro-sociological perspective, how administrators of Islamic educational institutions reason, negotiate, and adapt to local political pressures in their everyday practices in order to sustain institutional continuity and educational quality. Employing a qualitative approach within the ethnomethodological tradition, this study analyzes accounting practices, indexicality, and the reflexivity of social action.The findings reveal three main ethnomethodological adaptation strategies: indexical moral neutralization, namely the framing of electoral political interactions as prophetic silaturahmi and the fulfillment of a public welfare mandate (maslahah) to mitigate patron-client tensions; tiered curricular pragmatism, namely the separation between formal administrative accountability to the state and religious knowledge transmission based on sanad within the boarding-school environment; and internal ecosystem-based economic resilience, namely the strengthening of institutional entrepreneurship to mitigate co-optation through politically motivated local government grants. Theoretically, this study extends the discourse on the sociology of Islamic education by arguing that political adaptation is not merely a form of passive compliance or opportunistic pragmatism, but rather a construction of a rational social order produced by institutional actors to preserve organizational autonomy. These findings offer strategic policy implications for advancing the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 16 (Peace, Justice and Strong Institutions).
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