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Chapter 4 The Context: Field of Teaching in Indonesia
4.1 Introduction
This chapter presents the institutional context or field of social space for the phenomenon of teachers’ practice at Kanjuruhan University of Malang KUM. Field
can be defined as “historically constituted areas of activity with their specific
institutions and their own laws of functioning” Bourdieu, 1990, p. 87.
Therefore, this chapter specifically discusses KUM with its own particular structure and policies.
This chapter utilizes documentation data made available through the internet and Kanjuruhan
University authorities such as the School of English Education, Quality Control Unit, and Student Administrative Service. In addition, it utilizes data obtained during
interviews conducted with the Head of the School of English Education and other
managers, 17 English lecturers, and 25 students of Kanjuruhan University of Malang. James and Grenfell 2004 describe education as a field constituted by all that is
possible within it, as well as its numerous subfields e.g., a classroom or the football team. Accordingly, in describing the field in this chapter, a range of subfields are also
included which are explained in detail in the sub-sections of this chapter. Fields are not hermetically sealed but relate to super-ordinate and sub-fields.
Therefore, I need to explore the related aspectslevels of the field where my research participants as the playersactors do their practice, which is illustrated in Chart 5 below.
76 Chart 5: Field and sub-fields of education in Indonesia
EducaZon
HigherEducaZon
University
PublicUniverisZes PrivateUniversiZes
KanjuruhanUniversityofMalangKUM
FacultyofLe`ers FacultyofInformaZcsandEngineering
FacultyofEconomics FacultyofLaw
FacultyofPoultry FacultyofSocialScience
FacultyofTeacherTrainingand EducaZon
Guidanceand Counseling
EconomicEducaZon
Pancasilaand CiZzenshipEducaZon
GeographyEducaZon
MathemaZcs EducaZon
PhysicEducaZon IndonesianLanguage
andLiterature EducaZon
EnglishEducaZon
KindergartenTeacher EducaZon
PrimarySchool TeacherEducaZon
C B
A InsZtute
Advanced School
Academy Polytechnic
Schools
77 The above chart indicates education as the social space of university teachers
can be considered as one large “field”. The resource at stake in this large field are knowledge and credentials Thomson Holdsworth, 2003, p. 382. Bourdieu 1990, p.
169 points out that this large field consists of a series of interconnected smaller spaces or sub-fields. These sub-fields are the terrain of class struggle and have some degree of
autonomy, but are also able to influence each other in relation to particular issues. In addition, each sub-field has its “distinctive principle of hierarchisation” Margison,
2008. In reference to the above chart, this chapter discusses three main sub-fields including a Indonesian higher education; b Kanjuruhan University of Malang KUM;
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