PEACEFUL JIHĀD DAN PENDIDIKAN DERADIKALISASI AGAMA

<p class="IIABSBARU" align="left">The Islamic Boarding School (<em>Pondok Pesantren</em>) Miftahul Huda was originatelly identical with the radicalism movement not only because of its exclusivism in religious activities, the criticism toward the government, but also the identification of its members with DI/TII movement and FPI. In line with internal and external dynamics, this boarding school reoriented its movement from physical <em>jihād</em> to the path of education and peaceful <em>dakwah</em><em> </em>or in Lukens-Bull’s perspective it is so-called <em>peaceful jihād. </em>The process of self-domestication and the movement of de-radicalization in this boarding was executed by six ways. They are internalizing the values of boarding school, increasing the Islamic perspective, adopting schools system, providing the education of <em>hubb al-waṭan</em>, using local wisdom, and developing skill education. The strategy of de­-radicalization applied by Miftahul Huda Islamic Boarding School is divided into three efforts; preventive de-radicalization, preservative de-radicalization, and curative de-radicalization. The results was shown that the students, alumni, and the boarding schools incorporated in Miftahul Huda Islamic boarding school networking system that appears in peace, moderate, and tolerance appearance.</p><p class="IIABSBARU" align="left">***</p><p>Pondok Pesantren Miftahul Huda semula identik dengan gerakan “radikal” baik karena pandangan eksklusivismenya dalam beragama, kritisisme terhadap Pemerintah, maupun karena keidentikkan beberapa personalnya dengan gerakan DI/TII dan FPI. Sejalan dengan dinamika internal dan eksternal, pondok pe­santren ini pun mereorientasi gerakannya dari <em>jihād</em> fisik ke jalur pendidikan dan dakwah damai atau dalam perspektif Lukens-Bull dikenal sebagai jihad damai (<em>peaceful </em><em>jihād</em>). Proses menjinakkan diri dan gerakannya, yang dikenal dengan deradikalisasi, dilalui oleh pondok pesantren ini dengan enam cara, yakni inter­nali­sasi nilai-nilai pesantren, perluasan perspektif keislaman, adopsi sistem sekolah, pendidikan <em>hubb al-waṭan</em>, penggunaan <em>local wisdom</em>, dan pendidikan keterampilan. Upaya deradikalisasi yang dilakukan Pondok Pesantren Miftahul Huda berkisar pada tiga strategi, yakni pencegahan, pemeliharaan budaya damai, dan pemulihan bagi yang terdampak radikal. Hasilnya, para santri, alumni, dan pesantren yang tergabung dalam sistem jaringan Pondok Pesantren Miftahul Huda muncul dalam wajah damai, moderat, dan toleran.</p><p class="IIABSBARU" align="center"> </p>

Circulating power and in/visibility: layers of educational leadership

Purpose – The purpose of this paper is to study circulating power and in/visibility. In the unfolding Maltese education scenario of decentralization and school networking, suffused with entrenched power, with added layers of leadership and more subtle levels of accountability, this paper explores the underlying power relations among the top educational leaders, namely, the College Principal and Heads of School, and among the Heads of School themselves. Design/methodology/approach – Foucault’s theories of power, governmentality and subjectivation are used as “scaffoldings” for the exploration of power relations. This case study research exploring one “college” is carried out through in-depth semi-structured interviews, participant observation of Council of Heads (CoH) meetings, as well as documentary analysis of the policy mandating this reform, explored through narrative analysis. Findings – Analysis shows that layers of hierarchical leadership do translate into layers of “visibility”, with the Principal being rendered the most “visible” actor according to role designation and policy rhetoric. Struggles in the dynamics between tiers of leaders are a reality. Despite a deeply felt presence of the circulation of power, it is the Principal who has the final say. Originality/value – This is expected to contribute to educational leadership literature with regards to the relationship among top educational leaders. Through its provision of a diverse reading of leadership, it is deemed to be of particular relevance to professional work and learning in areas of leadership, of interest to budding scholars, seasoned Foucauldians and practicing educational leaders.

Internship Organization for Bachelor Students of Psycho-pedagogical Education (Primary School Teacher) as Training Direction

bachelor program of "Psycho-pedagogical Education" (Primary School Teacher) training direction in a network of university and school. There is need to change the psychological training in internship of future primary school teachers. Changes in the content, forms and methods of work with intern student have regulatory grounds. New requirements for the development of the bachelor professional competencies determine the need for university and school networking. We established cooperation areas between the supervisor, university teacher and intern student and described reflexive reports on the results of students’ internship at school. We have identified the main difficulties of applying activity-related technologies by intern bachelor students and provide expert evaluations of student’s professional and personal characteristics, as well as student professional activities in dynamics during the academic year.