Teungku Identity Development: The Role of Dayah Community of Practice

Jarjani Usman, 2012087205 (2021) Teungku Identity Development: The Role of Dayah Community of Practice. Sage Open, July (Sept). pp. 1-14. ISSN ISSN: 2158-2440 Online ISSN: 2158-2440

[img] Text (This article reported the identity development of teachers in Islamic traditional boarding schools)
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Abstract

This study attempted to delve into the teungku identity development within the traditional dayah institutions in Aceh to examine how four teungku negotiated their participation and membership in their situated teungku community of practice. This narrative study approached the teungku identity construction from Lave and Wenger’s theory of situated learning. Its overarching question was: how does the teungku identity develop within the dayah community of practice? The data were mainly from interviews of four teungku, the graduates of four different dayah institutions in Aceh. The findings showed that the identity of teungku was shaped and reshaped through several modes within the dayah community of practice: the learning process of up to grade 7, teaching junior students, serving communities (e.g., teaching and leading prayers), commemorating the death day of the dayah founder(s), and collaboratively resisting any other isms penetrating Aceh society. It can be deduced that the dayah communities of practice have played a significant role in teungku identity development. These dayah CoPs could go through either formal, less formal, or informal phases.

Item Type: Article
Uncontrolled Keywords: teungku, identity construction, dayah, community of practice, narrative inquiry
Subjects: 300 Sociology and Anthropology (Sosiologi dan Antropologi) > 370 Education (Pendidikan)
Divisions: Fakultas Tarbiyah dan Keguruan > S1 Pendidikan Bahasa Inggris
Depositing User: Dr. Jarjani Usman
Date Deposited: 17 Nov 2021 03:43
Last Modified: 17 Nov 2021 03:43
URI: https://repository.ar-raniry.ac.id/id/eprint/18632

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