学部・大学院区分
Undergraduate / Graduate | | 経済学部 | | 時間割コード
Registration Code | | 0412240 | | 科目区分
Course Category | | | | 科目名 【日本語】
Course Title | | 世界の教育制度（Ｅ） | | 科目名 【英語】
Course Title | | Education in the World (E) | | コースナンバリングコード
Course Numbering Code | | | | 担当教員 【日本語】
Instructor | | 未定（経済） ○ | | 担当教員 【英語】
Instructor | | ○ | | 担当教員所属【日本語】
instructor's belongs | | | | 担当教員所属【英語】
instructor's belongs | | | | 単位数
Credits | | 2 | | 配当年次
dividend Yearly | | ２年
2 | | 開講期・開講時間帯
Term / Day / Period | | 秋 木曜日 ３時限
Fall Thu 3 | | 対象学年（非表示）
Year | | | | 授業形態
Course style | | 講義
Lecture | |
授業の目的 【日本語】
Goals of the Course(JPN) | | | | 授業の目的 【英語】
Goals of the Course | | | This course provides a comprehensive overview of the development of women’s education, both formal and non-formal, within the historical context of Indonesia. Women’s education is examined as part of broader cultural exchange processes that have taken place in Indonesian society, where women have often been positioned in subordinate roles, particularly in relation to cultural and religious values. Over time, women’s education has become an integral component of gender awareness and the realization of the principle of education for all, without discrimination based on religion, gender, age, ethnicity, or race. Indonesian history demonstrates that education has played a significant role in shaping women’s leadership, as reflected in the emergence of female leaders across social, political, and educational spheres. The distinctive feature of this course lies in its focus on Indonesia as a field of study, given the country’s multicultural society and high level of diversity. Furthermore, Indonesia presents a complex religious landscape due to the state’s formal recognition of religions. This religious factor constitutes an important consideration in understanding the direction, challenges, and future implications of women’s education in Indonesia. In addition, cultural factors, including ethnic constructions of women’s roles and social positions, are critically examined in relation to women’s access to and participation in education. |
| | 到達目標 【日本語】
Objectives of the Course(JPN) | | | | 授業の内容や構成
Course Content / Plan | | 1) Introduction: Overview of Indonesian society and history, with particular attention to multiculturalism, ethnicity, and religious diversity. It introduces the historical position of women in Indonesian society and explains the rationale for studying women’s education as a medium for understanding social change, culture, and gender relations in Indonesia.
(2) Conceptual frameworks on women, gender, and education: Conceptual frameworks to analyze women’s education, including concepts of gender, women, and empowerment in the global debates. These frameworks are then applied to the Indonesian context.
(3) Religion and beliefs for women’s education: Religion as a social and cultural institution shaping women’s education in Indonesia. Explores the influence of Islam, Christianity, Hinduism, Buddhism, and local belief systems on women’s access to education.
(4) Ethnicity, culture, and gender: Indonesia’s ethnic diversity and its implications for gender roles and their educational practices. It explores cultural constructions of women’s roles and ethnic variations in gender expectations.
(5) Colonial period and gendered education: Dutch colonial education policies and their gendered nature. It examines access to education for women, existing restrictions, and cultural and religious responses to colonial schooling, as well as the impact of colonial education on gender norms.
(6) Early Women’s schools in Indonesia: Secular and skills-based education; (a) Sakola Kautamaan Istri, Bandung (1904): Adopted the curriculum of the Tweede Klasse Inlandsche School (Second-Class Indigenous School). The earliest women’s schools in Indonesia, where women were taught practical skills such as batik-making, cooking, sewing, lace-making, and embroidery (domestic and vocational skills specifically designed for women); (b) Sekolah Kartini (Lembaga Pendidikan Kepandaian Wanita): Emphasized both practical skills, such as sewing, embroidery, and cooking, and general academic subjects similar to those taught in mainstream schools. Sekolah Kartini reflect early efforts to expand women’s access to education within prevailing social and cultural constraints.
(7) Religious-based women’s education: (a) Diniyyah Puteri, founded in 1923 in Padang Panjang, West Sumatra, by Rahmah El Yunusiyyah, as a pioneering Islamic girls’ school that focused on women’s religious and intellectual education and later inspired similar institutions in Java; (b) Pesantren Manbaul Ma’arif in Denanyar, East Java, by Kiai Bisri Syansuri, which is recognized as one of the earliest Islamic boarding schools specifically for women in Java.
(8) Mid-term test
(9) Nationalism and early independence: focuses on the role of educated women in nationalist movements during the late colonial and early independence periods. It highlights figures such as Kartini and other female scholars, examining education as a form of cultural resistance and its contribution to the formation of modern Indonesian identity.
(10) Post-Independence development of women’s education: women’s education in the post-independence era, focusing on state-led education policies. It explores tensions between national education programs and local cultural practices in shaping women’s educational experiences.
(11) The New Order Era: Gender Ideology and Education: Emphasizing on state control and domestic gender ideology (Ibuism). It analyzes both educational opportunities and limitations for women, as well as the cultural and regional impacts of centralized educational policies.
(12) Reformasi Period and Contemporary Shifts: Explores the changes in women’s education following the Reformasi period, including democratization and educational reforms. It discusses the growth of women’s movements, evolving gender discourse, and the effects of decentralization on ethnic and cultural diversity in education.
(13) Contemporary issues in women’s education and future directions: This lecture addresses current issues facing women’s education in Indonesia, including increased access to higher education, changing career preferences, and the influence of digital technology and social media. It situates these developments within broader global opportunities and challenges. |
| | 履修条件・関連する科目
Course Prerequisites and Related Courses | | | | 成績評価の方法と基準
Course Evaluation Method and Criteria | | | The course will consist of lectures and discussions.Examination will include active participation at course sessions or during discussions. |
| | 教科書・参考書
Textbook/Reference Book | | | Distribute materials in class |
| | 課外学習等（授業時間外学習の指示）
Study Load(Self-directed Learning Outside Course Hours) | | | For students who have encountered Indonesian history and culture for the first time, it is important to see Indonesia as a diverse, dynamic society shaped by long historical processes rather than as a single, uniform culture. Students are encouraged to pay attention to Indonesia’s multicultural composition, its complex religious landscape, and the ways local traditions interact with global forces such as colonialism, nationalism, and globalization. Indonesia is important to study in a global context because it is one of the world’s most populous nations, the largest Muslim-majority country, and a society marked by significant ethnic, cultural, and religious diversity. Its historical experiences with colonialism, nation-building, and democratization offer valuable comparative insights into how gender, education, and culture are negotiated in multicultural and postcolonial societies, making Indonesia a meaningful case for understanding broader global challenges related to diversity, inclusion, and social change. Students may begin with reading a general overview of Indonesian history. |
| | 注意事項
Notice for Students | | | Instruction language is in English |
| | 授業開講形態等
Lecture format, etc. | | | Students are expected to attend face-to-face. Online attendance is allowed only in exceptional circumstances, such as illness or other valid reasons preventing physical presence. |
| | 遠隔授業（オンデマンド型）で行う場合の追加措置
Additional measures for remote class (on-demand class) | | | | 質問への対応方法
Office hour | | | |
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