¹La Taena,²Arfa,³Hasniah,⁴La Aso,⁵Murniati DM,⁶Asriani Mulia Basri

^1,2,3,4,5,6Lecturers at Halu Oleo University, Kendari, Indonesia

DOI : https://doi.org/10.47191/ijsshr/v6-i7-18

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ABSTRACT

This research aims to describe the forms of educational marginalization practices in Tanailandu Village, Mawasangka District, Central Buton Regency. This research is qualitative research with a case study approach. The informants in this study were carried out by purposive sampling. The informants of this research were students who experienced marginalization, teachers as teachers and educators, and parents of students. Data collection was carried out by observing participants, open and in-depth interviews, documentation studies and Focus Group Discussions (FGD) with selected informants. The data obtained was analyzed by reducing data, presenting data, and drawing conclusions. The results of this study indicate that forms of educational marginalization are carried out, namely (1) Teachers let children drop out of school, (2) Parents pay little attention to children's education. (3) Loss of dialogue between parents and education providers, (4) learning systems that tend to be boring and unpleasant for students, (5) Limited educational facilities and infrastructure, (6) unhealthy and dangerous environment for children to play, (7) ) limited human resources (HR), and (8), limited infrastructure.

KEYWORDS:

Forms of marginalization, formal education, and school dropouts

REFERENCES

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VOlUME 06 ISSUE 07 JULY 2023