Inclusive or exclusive? Inclusive education practices in Pekanbaru through the lens of Marxist theory

Abstract

Pekanbaru with the socioeconomic stratification of the proletariat and the bourgeoisie in the Marxist theory model perspective. Despite commitments to inclusive education and the growing enrollment of students in local schools, persistent inequities between and within communities continue to hinder access to education as a universal right, rather than a privilege. The study emphasizes how financial roadblocks, the absence of government handouts, and the commodification of education impede achieving genuine inclusion. The majority of inclusive education is delivered by private institutions, which often cater to middle and upper-class families while leaving students from lower-income families behind. Teachers also struggle, with low-quality training, high workloads, and low pay fueling inequities in the system. Using a qualitative analysis of interviews and focus group discussions with school principals, teachers, and parents, this study finds that there are structural inequalities of the capitalist formation responsible for shaping inclusive education in Pekanbaru. Without significant government intervention increased funding, teacher training, and policy reform education will continue to be stratified along socioeconomic lines. Marxist education theory posits that the function of schools is, ironically, the opposite of what enacting their own inclusion policy should entail; schools, under capitalism, serve to reproduce social inequities rather than level the playing field. This needed change must be systemic to allow all students, despite their economic background, to benefit from an inclusive education.