Currents of Change: Education as a Catalyst for Social Transformation in Riverine Communities
Abstract
This study examines the role of education as a catalyst for social transformation in the riverine communities of Banjarmasin, South Kalimantan. Using a multidisciplinary approach, the study analyzes the impact of educational interventions on livelihood diversification, gender dynamics, and environmental awareness. The findings indicate that education has significantly contributed to socio-economic changes, including increased female participation in decision-making and the emergence of community-based river conservation initiatives. Vocational and non-formal education programs demonstrate high effectiveness in promoting social transformation. However, challenges such as cultural resistance, inadequate infrastructure, and the digital divide continue to impede the transformation process. This research recommends developing more contextual curricula and increasing investment in educational infrastructure. These findings provide important insights for educational policies in riverine areas and can serve as a model for similar communities elsewhere.
References
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44. Yulianto, A., Putri, S., & Rahman, M. (2023). Educational funding disparities between urban and riverine areas in Banjarmasin. Economics of Education Review, 92, 102303.
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2. Alexiades, M. N. (Ed.). (2009). Mobility and migration in indigenous Amazonia: Contemporary ethnoecological perspectives. Berghahn Books.
3. Arifin, M., Putri, R. A., & Sari, N. (2021). The impact of community-based river schools on environmental conservation in Banjarmasin. Journal of Environmental Education, 52(3), 156-170.
4. Azizah, N., Rahman, A., & Putri, S. (2020). Women's education and decision-making participation in riverine communities of Banjarmasin. Gender and Education, 32(4), 512-528.
5. Becker, G. S. (1994). Human capital: A theoretical and empirical analysis, with special reference to education. University of Chicago Press.
6. Brondízio, E. S. (2008). The Amazonian Caboclo and the Açaí palm: Forest farmers in the global market. New York Academy of Sciences.
7. Coomes, O. T., Takasaki, Y., & Rhemtulla, J. M. (2010). Land-use poverty traps identified in shifting cultivation systems shape long-term tropical forest cover. Proceedings of the National Academy of Sciences, 107(31), 13747-13751.
8. Deiro, M., Silva, F., & Santos, R. (2020). River-based transportation systems for education access in rural Amazonia. Journal of Rural Studies, 76, 230-242.
9. Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury Publishing.
10. Goldin, C. (2016). Human capital. In C. Diebolt & M. Haupert (Eds.), Handbook of cliometrics (pp. 55-86). Springer.
11. Gruenewald, D. A., & Smith, G. A. (Eds.). (2014). Place-based education in the global age: Local diversity. Routledge.
12. Harris, M. (2000). Life on the Amazon: The anthropology of a Brazilian peasant village. Oxford University Press.
13. Hasanah, L., Putro, H. P., & Wati, E. (2021). The impact of vocational education programs on economic diversification in riverine communities of Banjarmasin. Journal of Vocational Education & Training, 73(2), 285-301.
14. Hidayat, R., & Putri, A. (2023). Environmental education and community-led initiatives for river conservation in Banjarmasin. Environmental Education Research, 29(3), 412-428.
15. Hidayat, S., & Prasetyo, Y. (2022). Geographic challenges in accessing education for riverine communities in Banjarmasin. Asia Pacific Journal of Education, 42(2), 310-325.
16. IPCC. (2022). Climate Change 2022: Impacts, Adaptation and Vulnerability. Cambridge University Press.
17. Kawagley, A. O., & Barnhardt, R. (1998). Education indigenous to place: Western science meets native reality. Alaska Native Knowledge Network, 1-17.
18. Kehrig, H. A., Malm, O., Akagi, H., Guimarães, J. R., & Torres, J. P. (2008). Methylmercury in fish and hair samples from the Balbina Reservoir, Brazilian Amazon. Environmental Research, 107(3), 356-361.
19. Marothia, D. (2020). Sustainable management of riverine ecosystems: Challenges and opportunities. Environmental Management, 65(4), 416-429.
20. Mistry, J., & Berardi, A. (2016). Bridging indigenous and scientific knowledge. Science, 352(6291), 1274-1275.
21. Moran, E. F. (1993). Through Amazonian eyes: The human ecology of Amazonian populations. University of Iowa Press.
22. Mulkeen, A., & Chen, D. (Eds.). (2008). Teachers for rural schools: Experiences in Lesotho, Malawi, Mozambique, Tanzania, and Uganda. World Bank Publications.
23. Noor, A., & Sidik, R. (2022). Cultural resistance to educational change in Banjarmasin's riverine communities. Anthropology & Education Quarterly, 53(2), 185-202.
24. Norsidi, S., & Sumarmi, S. (2021). The impact of education on livelihood diversification in Banjarmasin's riverine communities. International Journal of Educational Development, 80, 102318.
25. Nugroho, A., Putri, R., & Sari, N. (2022). Integrating local wisdom in science curricula: A comparative study of riverine schools in Banjarmasin. Journal of Science Education, 33(4), 512-528.
26. OECD. (2023). Education at a Glance 2023: OECD Indicators. OECD Publishing.
27. Oliver-Smith, A. (2019). Global change, natural disasters and displacement: The uneasy planetary dance of water, fire and earth. Routledge.
28. Padoch, C., Brondizio, E., Costa, S., Pinedo-Vasquez, M., Sears, R. R., & Siqueira, A. (2008). Urban forest and rural cities: multi-sited households, consumption patterns, and forest resources in Amazonia. Ecology and Society, 13(2).
29. Parry, L., Peres, C. A., Day, B., & Amaral, S. (2010). Rural–urban migration brings conservation threats and opportunities to Amazonian watersheds. Conservation Letters, 3(4), 251-259.
30. Pinheiro, H. T., Bernardo, P. H., & Santos, F. B. (2016). Improving teacher training for quality education in remote areas of the Amazon. Teacher Development, 20(5), 667-685.
31. Pinho, P. F., Marengo, J. A., & Smith, M. S. (2015). Complex socio-ecological dynamics driven by extreme events in the Amazon. Regional Environmental Change, 15(4), 643-655.
32. Putri, A., & Ramadhan, S. (2023). Shifting career aspirations among riverine youth in Banjarmasin: A longitudinal study. Journal of Youth Studies, 26(3), 420-437.
33. Rahmah, S., & Putri, A. (2019). The emergence of a knowledge-based middle class in Banjarmasin's riverine communities. Asian Journal of Social Science, 47(4-5), 576-597.
34. Rahmawati, D., Hasan, M., & Wijaya, A. (2022). Digital divide and online learning challenges in Banjarmasin's riverine communities during COVID-19. Education and Information Technologies, 27(3), 3215-3234.
35. Sari, N., & Rahman, A. (2022). Navigating tradition and modernity: Cultural intermediaries in Banjarmasin's riverine communities. Journal of Contemporary Ethnography, 51(3), 329-355.
36. Sari, R., Putri, A., & Hasan, M. (2022). Relevance gap between formal education and local realities in Banjarmasin's riverine communities. Comparative Education Review, 66(2), 278-298.
37. Stromquist, N. P. (2001). What poverty does to girls' education: The intersection of class, gender and policy in Latin America. Compare: A Journal of Comparative and International Education, 31(1), 39-56.
38. Sutrisno, A., & Wati, E. (2023). Teacher turnover and qualifications in riverine schools of Banjarmasin. Asia Pacific Journal of Teacher Education, 51(3), 315-331.
39. Sztompka, P. (2015). Socjologia zmian społecznych. Znak. (Polish)
40. UNESCO. (2015). Education for All 2000-2015: Achievements and challenges. UNESCO Publishing.
41. UNESCO. (2022). Global Education Monitoring Report 2022: Non-state actors in education: Who chooses? Who loses? UNESCO.
42. Widodo, S., & Sari, R. (2023). Policy analysis of educational interventions in Banjarmasin's riverine communities. International Journal of Educational Development, 94, 102627.
43. World Bank. (2018). World Development Report 2018: Learning to Realize Education's Promise. World Bank.
44. Yulianto, A., Putri, S., & Rahman, M. (2023). Educational funding disparities between urban and riverine areas in Banjarmasin. Economics of Education Review, 92, 102303.
45. Yuliani, E., & Hardini, T. (2022). Changing career aspirations among female youth in Banjarmasin's riverine communities. Gender and Education, 34(5), 590-605.
46. Zaini, M., Putri, A., & Hasan, S. (2021). Comparative study of environmental awareness and conservation participation in Banjarmasin's riverine communities. Environmental Education Research, 27(5), 715-731.
Authors
[1]
“Currents of Change: Education as a Catalyst for Social Transformation in Riverine Communities”, Soc. sci. humanities j., vol. 8, no. 09, pp. 5085–5093, Sep. 2024, doi: 10.18535/sshj.v8i09.1350.
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