Mechanisms of Symbolic Violence against Learners with Disabilities in an Inclusive Primary School in View of Pierre Bourdieu's Theory
Mekanisme Kekerasan Simbolik terhadap Anak Difabel di Sekolah Dasar Inklusif Ditinjau dari Teori Pierre Bourdieu
DOI:
https://doi.org/10.21070/ups.9110Keywords:
Symbolic Violence; Learners with Disabilities; Pierre Bourdieu's TheoryAbstract
This study aims to examine the mechanism of symbolic violence against students with disabilities in inclusive
elementary schools. Qualitative research with a case study approach, this research was conducted at SD
Muhammadiyah 1 Candi Labschool Umsida, with participants consisting of students with disabilities, non-disabled
students, and 6th grade teachers. The results showed that the indicators of social, economic, and arena capital had
a significant influence on the occurrence of symbolic violence against students with disabilities. Disabled learners
from families with low economic capital often experience discrimination in social interactions and the learning
process. Non-disabled learners with high economic capital do not realize that their actions can be considered a
form of symbolic violence that harms disabled learners psychologically.
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