Effect of Education Norms in Secondary School Through Student’s Narrative Approach

Abstract

The purpose of this thesis studied the effect of education norms, Disclosed to society about how “power” violated to student’s identity. Moreover, it revealed the narrative of their experiences direct from students who were victims of education norms in secondary school and included how they negotiated their identity through narrative approach. The study revealed that education norms in secondary school created by implementation of the Basic Education Curriculum (BEC) that divided subjects for a study into two groups, major subjects and minor subjects, these two groups had a different GPA. Moreover, school evaluated their knowledge by an examination and ranking them by GPA. These phenomena affected directly to students, made them have no motivation to study, felt an injustice because people more focus on students who good at major subjects than minor subjects. Students were separated their school classes into one who pass the education norms, and one who does not. Parents who want their kids to pass the education norms choose the way to send their kids to tutoring school. Students had two ways of negotiating their identity under the education norms. First is negotiated their identity to be a surrender, accepted injustice and social stratification, be a seat and neat student. Second is negotiated their identity with an aesthetic. This will happen when their friends and families understand the education norms.