Cultural Capital and Educational Resilience: The Role of Madurese Local Wisdom in Sustaining Islamic Education Amid Global Cultural Disruption

Achmad Muhlis; Mohammad Muchlis Solichin; Mohammad Akhwan; Heni Listiana

doi:10.59059/al-tarbiyah.v4i3.3151

Authors

Achmad Muhlis Universitas Islam Madura
Mohammad Muchlis Solichin Universitas Islam Madura
Mohammad Akhwan Universitas Islam Madura
Heni Listiana Universitas Islam Madura

DOI:

https://doi.org/10.59059/al-tarbiyah.v4i3.3151

Keywords:

Cultural Capital, Educational Resilience, Islamic Education, Local Wisdom, Madurese Culture

Abstract

This study examines the interplay between Madurese local wisdom and Islamic educational resilience against the backdrop of accelerating global cultural disruption. Drawing upon Bourdieu's theory of cultural capital and the concept of educational resilience, this research investigates how indigenous cultural values particularly the hierarchical socio-religious ethos encapsulated in the Madurese proverb Bhuppa'-Bhabbu'-Guru-Rato function as reservoirs of cultural capital that sustain pesantren (Islamic boarding schools) and madrasah institutions in Madura, Indonesia. Employing a mixed-methods approach with 312 participants drawn from six pesantren and eight madrasah across the four regencies of Madura Island, the study triangulates quantitative survey data with in-depth interviews and documentary analysis. Findings reveal that Madurese local wisdom operationalizes three distinct dimensions of Bourdieusian cultural capital embodied dispositions toward religious authority, objectified cultural artifacts embedded in curriculum, and institutionalized credentials valorized by the community collectively generating a socio-cultural field that resists homogenizing pressures from digital globalization and consumerist culture. The study further demonstrates that kiai (Islamic scholars) leadership serves as a symbolic capital that reinforces the educational field's autonomy. These findings have significant implications for understanding how non-Western indigenous epistemologies contribute to the sustainability of Islamic education systems in postcolonial, rapidly modernizing societies.

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