SYMBOLIC VIOLENCE TOWARDS STUDENTS IN THE CONTEXT OF THE EXISTENCE OF THE STEREOTYPICAL FRAMES OF LECTURERS AND STUDENTS IN THE HIGHER EDUCATION SYSTEM IN INDONESIA

Symbolic violence towards students has implications for the lecture system. It is fulfilled by the dominance of the habitus and the mastery of the accumulation of social, cultural, economic, and symbolic capital as the social practice in the education system. The purpose of the study is to analyze the fundamental factors of symbolic violence against students, the mechanism of the existence of stereotypical frames of the lecturers and students, and the design of empowerment for students to avoid symbolic violence from lecturers. The study uses a case study qualitative research approach in which the determination of research informants is by purposive sampling based on informant criteria (key, key informants, and additional informants). The focus of the research is on symbolic violence, stereotypes, and empowerment. The research instrument is the researcher himself as the main instrument for collecting data through interviews, observations, data documentation, data reduction, data categorization, data display, and concluding. The techniques used to test the validity of the data is the triangulation techniques, which are time triangulation and data source triangulation. The results show the occurrence of symbolic violence against students in which lecturers committed symbolic violence through lecture contracts, lecture schedules, lecture material, lecture methods, and the assessment of student learning outcomes. The violence from the lecturers to the students is done through the production, distribution, and reproduction of the specific images or stereotypes for lecturers and students. The positive stereotypes are given to lecturers and negative stereotypes to students. The design of empowerment is done through social learning that takes a long time by using bottom-up strategy, critical theory, and the value of class equality. Students and lecturers act as actors to lead changes in students (single learning), and in the lecture system (double-loop learning). Keywords: Symbolic violence, Stereotypical frames, Education system