Equalization Access to Education as an Effort to Foster the Nationalism of Indonesian Migrant Workers' Children in Border Areas

• Published in: European journal of educational research Vol. 10; no. 4; pp. 1825 - 1837
• Main Authors: Suarno, Dendi Tri, Suryono, Yoyon, Zamroni
• Format: Journal Article
• Language: English
• Published: Eurasian Society of Educational Research 15.10.2021
• Subjects: Access to Education; Access to Information; Barriers; Case Studies; Community Centers; Educational Facilities; Equal Education; Family Environment; Foreign Countries; Geographic Regions; Migrant Children; Migrant Workers; Nationalism; Social Environment; Sociocultural Patterns; Teacher Attitudes; Teacher Education; Teacher Role; Malaysia
• ISSN: 2165-8714; 2165-8714
• DOI: 10.12973/EU-JER.10.4.1825

The discussion about the loss of nationalism values in the Indonesian migrant workers' (IMW's) children in border areas, has become an important issue in the world of Indonesian education. The purpose of this study is to describe the role of Community Learning Center (CLC) in fostering nationalism values in IMW's children, as well as to reveal the teaching experience and meaning of nationalism from the perspective of teachers at CLC Sarawak, Malaysia. The research uses qualitative method with case study approach that focuses on factors that can foster nationalism of IMW's children. Data collection obtained through observation techniques, in-depth interviews, and documentation. The results showed meaningful findings according to the conditions in the education system in CLC, as well as socio-cultural conditions that affect every activity in the border area. The first finding indicates that CLC has an important (central) role in fostering the nationalism of IMW's children in border areas. The second finding shows the fact that teachers are still experiencing some problems in the field, such as; limited access to information and communication, teacher education background, school conditions, limited educational units, learning facilities, and family and social environments. The third finding emphasizes the importance of nationalism for teachers who devote themselves to teaching in border areas, because teachers have a crucial role in transferring knowledge, providing meaningful learning experiences, and fostering the nationalism of IMW's children.