POST-PEASANT MARGINALIZATION: EDUCATION AND INCOME IMPLICATION

Authors

  • Ayu Kusumastuti Department of Sociology, Brawijaya University, Malang, Indonesia

DOI:

https://doi.org/10.20319/pijss.2018.33.10291045

Keywords:

Education, Income, Peasant, Post-Peasant, Basic Needs, Marginalization

Abstract

Peasant is an occupation mostly found in rural areas. Peasant has no land (landless agriculturalist) and only cultivates the landlord's land (Holmes, 1983, p. 734). In this situation, peasant tends to be marginalized or receives no rights in agricultural production factors, loan access and even market access. This is worsen by the entry of capitalism to the rural areas that marginalizes the peasant's right even more. Marginalization to peasant continues. Here, the author called it as Post-Peasant Marginalization. Post-peasant marginalization shows that being lack of rights to the agricultural resources, peasant will still and continue to be in the life circle without fulfillment of basic needs of education and economy, which in this case, the income.  Using quantitative method, the author conducted a survey in 3 villages in Tumpang Subdistrict: Wringinsongo Village, with the sample of 45 respondents, Jeru Village of 48 respondents and Pulungdowo Village of 48 respondents. With Kendall correlation analysis with the significance rate of 5% between the variable of education level and income, it was found that the score of .sig was 0.00; 0.001; 0.001 respectively which was less than the score of .sig 0.005 that shows the significant relation between the level of education and level of income. It was found that the majority people in the village who works as peasant have only elementary school education and monthly income between IDR 500.000-IDR 1,000,000 or between 38USD-75USD. This shows that the low education is correlated to the low income. The low aspect of education and economy has indicated that peasant has still no access to decent life. Peasant has been the marginalized community in the midst of massive development in all sectors. Post-peasant marginalization shows that being lack of rights to the agricultural sector, peasant will still and continue to be in the poor life circle as indicated by the low level of education and level of income.

References

Brunner, E. deS, & Wayland, S. (1958). Education and Income. The Journal Of Educational Sociology, 32(1), 21–27. Retrieved from http://www.jstor.org/stable/2264230

Buzalka, J. (2008). Europeanisation and post-peasant populism in Eastern Europe. Europe-Asia Studies, 60(5), 757–771. https://doi.org/10.1080/09668130802085141

Desiana, N., & Aprianingsih, A. (2017). Improving Income through Farmers ’ Group Empowerment Strategy. The Asian Journal of Technology Management, 10(1), 41–47.

Goldin, C., & Katz, L. F. (2000). Education and Income in the Early Twentieth Century : Evidence from the Prairies. The Journal of Economic History, 60(3), 782–818. Retrieved from http://www.jstor.org/stable/2566438

Hanandita, W., & Tampubolon, G. (2016). Multidimensional Poverty in Indonesia: Trend Over the Last Decade (2003–2013). Social Indicators Research, 128(2), 559–587. https://doi.org/10.1007/s11205-015-1044-0

Hart, G. (1988). Agrarian Structure and the State in Java and Bangladesh. The Journal Of Asian Studies, 47(2), 249–267. Retrieved from http://www.jstor.org/stable/2056167

Hoerr, O. . (1973). Education , Income , and Equity in Malaysia. Economic Development and Cultural Change, 21(2), 247–273. Retrieved from http://www.jstor.org/stable/1153097 Accessed: 11-06-2017 13:41 UTC

Holmes, D. R. (1983). A Peasant-Worker Model in a Northern Italian Context. American Ethnologist, 10(4), 734–748. Retrieved from http://www.jstor.org/stable/644059

Kahn, J. S. (1985). Peasant Ideologies in the Third World Author. Annual Review of Anthropology, 14(1985), 49–75. Retrieved from http://www.jstor.org/stable/2155589 Accessed:11-06-2017 15:07 UTC

Naranjo, S. (2012). Enabling food sovereignty and a prosperous future for peasants by understanding the factors that marginalise peasants and lead to poverty and hunger. Agriculture and Human Values, 29(2), 231–246. https://doi.org/10.1007/s10460-011-9345-7

Post, K. (1972). PEASANT AND PUNDITS. Europaean Journal of Sociology, 13(2), 337–341. https://doi.org/10.1017/S0003975600002575

Psacharopoulos, G. (1985). Reviewed Works: Education and Income Determination in Kenya by Arne Bigstein. Comparative Education Review, 29(4), 564–565. Retrieved from http://www.jstor.org/stable/118820

Tanko, M. (2017). Contribution Of Masara N ’Arziki Programme I

Alleviating Farmers ` Poverty In Northern Region Of Ghana. People: International Journal of Social Sciences, 3(2), 10–25. https://dx.doi.org/10.20319/pijss.2017.32.1025

Willgens, A. M., Cooper, R., Lilyea, B., & Langtiw, C. (2016). How to Enhance Qualitative Research Appraisal : Development of the Methodological Congruence Instrument. How To Enhance Qualitative Research Appraisal: Development of The Methodological Congruence Instrument, 21(12), 2380–2395.

Downloads

Published

2018-01-29

How to Cite

Kusumastuti, A. (2018). POST-PEASANT MARGINALIZATION: EDUCATION AND INCOME IMPLICATION. PEOPLE: International Journal of Social Sciences, 3(3), 1029–1045. https://doi.org/10.20319/pijss.2018.33.10291045