Epistemic Sovereignty and The Decolonization of Islamic Education: Rethinking Pesantren Within Global Knowledge Hierarchies

Aji Sofanudin, Muhammad Ahalla Tsauro, Argitha Aricindy

Abstract


In education, global regimes of knowledge tend to privilege Western-modern standards as universal benchmarks while often marginalizing tradition-based knowledge systems. This study discusses pesantren epistemology as an autonomous knowledge system, the mechanism of its marginalization, and its possible contribution to the decolonization of Islamic education. Based on qualitative secondary data and a conceptual normative approach, drawing on decolonial theory, the sociology of knowledge, and critical discourse analysis, the study reveals that epistemic legitimacy is derived from sanad, turats, adab, and deliberative traditions in pesantren, which constitute a coherent and enduring knowledge regime. They are marginalized not because they are epistemically deficient, but because they do not fit global standards that are based on standardization, metrics and discursive hierarchies. The study proposes a decolonial repositioning with conceptual translation, pluralistic curricula, the fusion of spirituality and rationality, and strategic engagement without epistemic assimilation. This contributes to debates on the coloniality of knowledge and supports greater recognition of epistemic diversity in Islamic education.

Keywords


Coloniality of knowing; epistemic wrong; symbolic legitimisation; epistemic sovereignty; pluriversality

Full Text:

PDF

References


Ahmed, Nizam. 2022. “Curriculum Development in Public Administration in Bangladesh: Lessons from Experience of Others.” Indian Journal of Public Administration. doi: https://doi.org/10.1177/00195561211072427.

Aisyah, S. et. al. 2022. “Kiai Leadership Concept in the Scope of Pesantren Organizational Culture.” Tafkir Interdisciplinary Journal of Islamic Education. doi: https://doi.org/10.31538/tijie.v3i1.106.

Akbar, A. 2023. “On the Epistemic Urgency of Decolonizing the School Curriculum: A Reflection.” Journal of Philosophy of Education. doi: https://doi.org/10.1093/jopedu/qhad081.

Akib, M. 2025. “The Integration of Sanad in the Contextual Interpretation of the Qur’an: A Maqasid-Based Perspective.” Al Muhafidz Jurnal Ilmu Al-Qur’an Dan Tafsir. doi: https://doi.org/10.57163/almuhafidz.v5i2.190.

Allès, D., & Seeth, A. 2021. “From Consumption to Production: The Extroversion of Indonesian Islamic Education.” TRaNS: Trans-Regional and-National Studies of Southeast Asia. doi: https://doi.org/10.1017/trn.2021.6.

As-Salafiyah, A., & Rusydiana, A. 2022. “The Potency of Pesantren Economics.” ERP. doi: https://doi.org/10.58968/erp.v1i1.124.

Basori, R. et. al. 2023. “Maintaining Salafi Values through Innovative Management Practices at Pesantren.” Jurnal Pendidikan Islam. doi: https://doi.org/10.15575/jpi.v9i2.25376.

Bennett, K. 2023. “Translating Knowledge in the Multilingual Paradigm: Beyond Epistemicide.” Social Science Information. doi: https://doi.org/10.1177/05390184231222807.

Bistomy, Z. et. al. 2025. “Comparative Analysis of Dual-System Curriculum in ELT: The Merdeka Curriculum vs the Pesantren Curriculum.” JELTLAL. doi: https://doi.org/10.69820/jeltlal.v3i1.334.

Biswas, A. 2023. “Countering Hegemonic Knowledge in Cross-Cultural Research: Hofstede, Epistemic Violence and Imperialism.” Journal of Critical Southern Studies. doi: https://doi.org/10.3943/jcss.43.

Bloor, M., & Wood, F. 2006. Keywords in Qualitative Methods: A Vocabulary of Research Concepts. Sage Publication.

Braun, V., & Clarke, V. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology. doi: https://doi.org/10.1191/1478088706qp063oa.

Cahya, O., & Askar, R. 2025. “Kajian Kualitas Hadits Tentang Risywah Dalam Perspektif Ulumul Hadits: Analisis Sanad Dan Matan.” Al-Tarbiyah. doi: https://doi.org/10.59059/al-tarbiyah.v3i2.2247.

Cahyadi, I. 2025. “The Sociology of Knowledge in Pesantren: Sanad, Sorogan-Bandongan, and the Making of Intellectual Authority.” Al-Tahrir Jurnal Pemikiran Islam. doi: https://doi.org/10.21154/altahrir.v25i2.10952.

Cárdenas, M. 2023. “Publishing in Local ELT Journals: A Way to Decolonialize Knowledge/Publicar En Revistas Locales de Enseñanza Del Inglés: Una Forma de Descolonizar El Conocimiento.” TESOL Journal. doi: https://doi.org/10.1002/tesj.754.

Carrigan, C., & Bardini, M. 2021. “Majorism: Neoliberalism in Student Culture.” Anthropology & Education Quarterly. doi: https://doi.org/10.1111/aeq.12361.

Chaka, C., & Ndlangamandla, S. 2022. “English Relocating English Studies and SoTL in the Global South: Towards Decolonizing and Critiquing the Coloniality of Language.” Journal of Contemporary Issues in Education. doi: https://doi.org/10.20355/jcie29495.

Ciófalo, N. 2023. “Towards an Emergent Conceptualization of Decolonial Praxis and Competencies in Community Psychology.” Global Journal of Community Psychology Practice. doi: https://doi.org/10.17161/gjcpp.v14i1.20053.

Creswell, J. W., & Creswell, J. D. 2023. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publication.

Denzin, N. K. 2017. The Research Act: A Theoretical Introduction to Sociological Methods. Routledge.

Enkhtaivan, U., et. al. 2023. “A Comparative Study of Vocabulary Teaching Methods for Mongolian Students.” International Journal of Social Science and Humanities Research-MIYR. doi: https://doi.org/10.53468/mifyr.2023.03.01.23.

Erdocia, I., & Soler, J. 2023. “In Pursuit of Epistemic Authority in Public Intellectual Engagement: The Case of Language and Gender.” Multilingua. doi: https://doi.org/10.1515/multi-2023-0115.

Ewuoso, C. 2023. “Decolonization Projects.” Voices in Bioethics. doi: https://doi.org/10.52214/vib.v9i.11940.

Faradila, N. et. al. 2025. “Konsumsi Literasi Digital: Solusi Qur’ani Untuk Menjaga Kredibilitas Keilmuan.” Imtiyaz Jurnal Ilmu Keislaman. doi: https://doi.org/10.46773/imtiyaz.v9i2.2096.

Frogeri, R., & Júnior, P. 2025. “Interdisciplinary Frontiers.” Revista Mythos. doi: https://doi.org/10.36674/mythos.v22i1.986.

Gänger, S. 2024. “Non-Western Scholars, Bourgeois Virtues, and the International Scientific Community in the Age of Empire, 1870–1920.” The Historical Journal. doi: https://doi.org/10.1017/s0018246x24000189.

Given, L. M. 2008. The Sage Encyclopedia of Qualitative Research Methods. Sage Publication.

Golding, D., & Kopsick, K. 2022. “The Colonial Governmentality of Cambridge Assessment International Education.” European Educational Research Journal. doi: https://doi.org/10.1177/14749041221125027.

Granados-Beltrán, C. 2025. “Book Review: Decolonizing Educational Knowledge. International Perspectives and Contestations.” Gist Education and Learning Research Journal. doi: https://doi.org/10.26817/16925777.2019.

Gyamerah, K. 2025. “Whose Knowledge Counts? Decolonial and Anticolonial Reckonings in STEM Education.” Encounters in Theory and History of Education. doi: https://doi.org/10.24908/encounters.v26i0.19612.

Hakim, L. 2021. “Pesantren Dan Pluralisme: Analisis Peran Pesantren Sebagai Katalis Pribumisasi Islam Di Indonesia.” Joies. doi: https://doi.org/10.15642/joies.2021.6.1.49-69.

Halimah, S. et. al. 2024. “Pesantren Education Management: The Transformation of Religious Learning Culture in the Age of Disruption.” Nidhomul Haq Jurnal Manajemen Pendidikan Islam. doi: https://doi.org/10.31538/ndhq.v9i3.16.

Hamzah, V., & Rosyada, D. 2024. “Perkembangan Kebijakan Kurikulum Pendidikan Diniyah Formal.” Religion Education Social Laa Roiba Journal. doi: https://doi.org/10.47467/reslaj.v6i12.4077.

Hanafi, M., & Suyadi, S. 2024. “Body of Knowledge of Islamic Education Teachers: Critical Review of the Curriculum Master Program of Islamic Education Ahmad Dahlan University Yogyakarta.” Islamika. doi: https://doi.org/10.36088/islamika.v6i2.4434.

Hidayat, R. 2024. “Harmonisasi Pengetahuan: Menelusuri Interaksi Islam Dan Filsafat Dalam Pengembangan Ilmu Pengetahuan.” El-Fikr Jurnal Aqidah Dan Filsafat Islam. doi: https://doi.org/10.19109/el-fikr.v5i1.21680.

Hidayati, N. 2025. “Qurʾanic Scholarly Authority within Pesantren Networks in Indonesia: A Genealogical Reading of the Sanad of KH Munawwar Sidayu, Gresik.” QOF. doi: https://doi.org/10.30762/qof.v9i1.2850.

Hossain, S. 2023. “Study on Quality Assurance of Higher Education and Outcome-Based Education in Bangladesh.” Open Journal of Social Sciences. doi: https://doi.org/10.4236/jss.2023.1112007.

Imamah, Y. 2025. “Integration of Science and Religious Values in Learning Islamic Religious Education.” Journal Corner of Education Linguistics and Literature. doi: https://doi.org/10.54012/jcell.v5i1.510.

Inayatillah, I. 2023. “Kitab Kuning’s Existence in the History of Islamic Education and Its Relevance to Modern Islamic Society in Aceh.” Insania Jurnal Pemikiran Alternatif Kependidikan. doi: https://doi.org/10.24090/insania.v28i2.9158.

Ismail, I., et. al. 2025. “Decolonizing Sociological Knowledge: A Bibliometric Exploration of Postcolonial and Global South Contributions (2014–2024).” Socio-Economic and Human Aspects of Town and Industry. doi: https://doi.org/10.59535/sehati.v3i3.535.

Joseph, O., & Uzondu, N. 2024. “Curriculums Development for Interdisciplinary STEM Education: A Review of Models and Approaches.” International Journal of Applied Research in Social Sciences. doi: https://doi.org/10.51594/ijarss.v6i8.1371.

Karmakar, G., & Chetty, R. 2023. “Cognitive (in)Justice and Decoloniality in Amitav Ghosh’s The Nutmeg’s Curse.” Journal of Human Values. doi: https://doi.org/10.1177/09716858231185614.

Kasstan, B. et. al. 2022. “Everyone’s Accountable? Peer Sexual Abuse in Religious Schools, Digital Revelations, and Denominational Contests over Protection.” Religions. doi: https://doi.org/10.3390/rel13060556.

Korzhuev, A. 2026. “Methodological Reflection in Educational Research: The Functions and Potential of Academic Commentary.” The Education and Science Journal. doi: https://doi.org/10.17853/1994-5639-2026-1-9-32.

Kutsi, D. 2024. “Dekolonialisasi Pendidikan: Studi Kritis Hegemoni Keilmuan Barat Di Pesantren Modern.” Jurnal Partisipatoris. doi: https://doi.org/10.22219/jp.v5i1.38807.

Lee, E. et. al. 2022. “Developing a Model of Broaching and Bridging in Cross-Cultural Psychotherapy: Toward Fostering Epistemic and Social Justice.” American Journal of Orthopsychiatry. doi: https://doi.org/10.1037/ort0000611.

Lepre, Breanna, et. al. 2021. “Reference to Nutrition in Medical Accreditation and Curriculum Guidance: A Comparative Analysis.” BMJ Nutrition, Prevention & Health. doi: https://doi.org/10.1136/bmjnph-2021-000234.

Li, S. et. al. 2022. “Public Availability of Information from Officially Accredited Medical Schools in China.” BMC Medical Education. doi: https://doi.org/10.1186/s12909-022-03491-8.

Mamun, A. 2024. “Geopolitics in Knowledge Production: Unheard Voices from Global South against the Linguistic and Euro-American Hegemony in Academic Writing.” TBJ. doi: https://doi.org/10.69907/tbj.v1i1.63.

Manathunga, C. et. al. 2025. “Indigenous Doctoral Education Policies in the Global South: Postcolonial Policy Borrowing in Aotearoa New Zealand, Australia and South Africa.” Higher Education Policy. doi: https://doi.org/10.1057/s41307-025-00422-2.

Marhamah, A. et. al. 2024. “Sejarah Dan Perkembangan Pondok Pesantren Di Indonesia.” Jurnal Pustaka Nusantara Multidisplin. doi: https://doi.org/10.59945/jpnm.v3i1.221.

Mate, N. et. al. 2025. “Methodology and Political Science Research Databases: A Critical Postcolonial Perspective.” International Journal of Research and Innovation in Social Science. doi: https://doi.org/10.47772/ijriss.2025.907000210.

Mayanti, N., & Badriyah, N. 2021. “Handling the Spirituality of Santri through Self-Healing: Study of the Living Qur’an against the Lembaga Motivasi Nurul Jadid Paiton Probolinggo.” Mushaf Jurnal Tafsir Berwawasan Keindonesiaan. doi: https://doi.org/10.33650/mushaf.v2i1.3322.

Merawi, F. 2022. “Indigenous Philosophy and Multiple Modernities.” Open Journal for Studies in Philosophy. doi: https://doi.org/10.32591/coas.ojsp.0601.02013m.

Mihaylov, V. 2024. “Epistemic Justice vs. Academic Hegemony: Critical Geopolitics of the Global Order of Knowledge.” CSGE Proceedings. doi: https://doi.org/10.46793/csge5.72vm.

Miles, M. B., Huberman, A. M., & Saldaña, J. 2020. Qualitative Data Analysis: A Methods Sourcebook. Sage Publication.

Müller, M. et. al. 2025. “Toward Change in the Uneven Geographies of Urban Knowledge Production.” Nature Cities. doi: https://doi.org/10.1038/s44284-025-00202-4.

Mutseekwa, C. 2025. “Epistemic (in)Justice in Science Teacher Education: A Gaze through Zimbabwe’s Heritage-Based Education 5.0.” The Dyke. doi: https://doi.org/10.64754/thedyke.v18i1.223.

Mwansa, K., & Kiuppis, F. 2021. “Mind the Gaps: On the North/South Nexus in the ‘Sport for Development and Peace’ Discourse.” Nordic Journal of Comparative and International Education. doi: https://doi.org/10.7577/njcie.4464.

Nasith, A. 2024. “The Role of Kyai’s Charismatic Leadership in Mitigating Religious Intolerance and Radicalism in Pesantren.” International Journal of Social Science and Religion. doi: https://doi.org/10.53639/ijssr.v5i2.238.

Nurdin, N., & Hafidzi, A. 2023. “Application of Constructivist Approach by Kiai in Arabic Language Teaching at Al-Falah Pesantren, Banjarbaru: An Active Learning Model to Enhance Arabic Language Skills.” Jurnal Ilmu Manajemen Dan Pendidikan. doi: https://doi.org/10.30872/jimpian.v3i1.2195.

Panosso, I. et. al. 2024. “Validated Tools Used to Assess Musculoskeletal Injuries in Dancers: A Systematic Review.” Journal of Dance Medicine & Science. doi: https://doi.org/10.1177/1089313x241272137.

R’boul, H., & Dervin, F. 2024. “Attempts at Including, Mediating and Creating ‘New’ Knowledges: Problematising Appropriation in Intercultural Communication Education and Research.” Applied Linguistics Review. doi: https://doi.org/10.1515/applirev-2024-0009.

Rafsanjani, T. et. al. 2025. “The Transformation of Islamic Epistemology in Technology Education: A Case Study of Computer Science at Universitas Muhammadiyah Kudus.” SUJIEM. doi: https://doi.org/10.61455/sujiem.v3i01.382.

Rakhman, A. 2025. “Digital Isnād System and Religious Legitimacy: Examining the Qualification and Authorization Process of Islamic Authority on Cariustadz.ID Platform.” Mashdar: Jurnal Studi Al-Qur’an Dan Hadis. doi: https://doi.org/10.15548/mashdar.v7i1.11108.

Ramachandran, A. et. al. 2022. “Incorporating Equity, Diversity, and Inclusion in Science: Lessons Learned from an Undergraduate Seminar.” Science Education. doi: https://doi.org/10.1002/sce.21768.

Richards, L., & Morse, J. M. 2013. Readme First for a User’s Guide to Qualitative Methods. Sage Publication.

Robaeah, W. et. al. 2023. “Charismatic Kyai Leadership and Its Relationship to the Character Building of Santri at Islamic Boarding Schools in Plered Purwakarta District.” Islamika. doi: https://doi.org/10.36088/islamika.v5i2.3155.

Rois, C. 2026. “Digital Schism: The Reconstruction of Religious Authority and the Emergence of Islamic Knowledge Elite in the AI Era.” Surau: Journal of Islamic Studies. doi: https://doi.org/10.63919/surau.v2i1.65.

Schlüter, L. 2021. “Resisting Epistemic Injustices: Beyond Anderson’s “imperative of Integration.” Las Torres de Lucca: International Journal of Political Philosophy. doi: https://doi.org/10.5209/ltdl.76463.

Sharma, A. 2021. “Decolonizing International Relations: Confronting Erasures through Indigenous Knowledge Systems.” International Studies. doi: https://doi.org/10.1177/0020881720981209.

Shi, J. 2023. “Articulations of Language and Value(s) in Scholarly Publishing Circuits.” Canadian Journal of Academic Librarianship. doi: https://doi.org/10.33137/cjal-rcbu.v9.38148.

Siregar, K. 2025. “Indonesian Muballigh and Religious Authority: From Sanad to Algorithmic Transformation of Islamic Knowledge Transmission in the Digital Era.” Jurnal Indo-Islamika. doi: https://doi.org/10.15408/jii.v15i2.47052.

Sofanudin, A. et. al. 2021. “Islamic Education and Islamic Revivalism in Indonesia : A Case Study of Kuttab Al-Fatih Purwokerto.” Analisa Journal of Social Science and Religion Volume 6,.

Stones, A., & Pearce, J. 2022. “Is There a Place for Bildung in Preparing Religious Education Teachers to Support and Promote Epistemic Justice in Their Classrooms?” Journal of Religious Education. doi: https://doi.org/10.1007/s40839-022-00187-5.

Sultana, F. 2025. “Repairing Epistemic Injustice and Loss in the Era of Climate Coloniality.” Geo: Geography and Environment. doi: https://doi.org/10.1002/geo2.70029.

Sulton, A. 2023. “The Educational Axiology of Al-Maqbul Traditional Pesantren.” Analisa: Journal of Social Science and Religion. doi: https://doi.org/10.18784/analisa.v8i1.1843.

Surawan, S. et. al. 2022. “Finding Religious Moderation in Pondok Pesantren: Religious Moderation Education at Pondok Pesantren in Central Kalimantan.” Nalar: Jurnal Peradaban Dan Pemikiran Islam. doi: https://doi.org/10.23971/njppi.v6i2.4507.

Suryo, B. et. al. 2024. “Understanding ChatGPT: A Worldview Study.” TSAQAFAH: Jurnal Peradaban Islam. doi: https://doi.org/10.21111/tsaqafah.v20i2.12437.

Syah, S. 2025. “The Phenomenon of Islamic Boarding School Traditions against Modernity: A Case Study of Lirboyo Islamic Boarding School from the Perspective of Mass Media and Social Media.” Proceeding of International Conference on Islamic Education (ICIED). doi: https://doi.org/10.18860/icied.v10i1.3798.

Syakur, A. et. al. 2025. “Reformasi Pendidikan Islam Melalui Integrasi Epistemologi: Studi Kasus Kurikulum STEAM Pondok Pesantren Athaya.” Anwarul. doi: https://doi.org/10.58578/anwarul.v5i3.6411.

Syamsudin, S. et. al. 2025. “Implementation of Baḥsul Masā’il in Developing College Students’ Critical Thinking Skills through Science Education at Pesantren.” International Journal of Environmental Science. doi: https://doi.org/10.64252/vf9drb10.

Tabroni, I. et. al. 2022. “The Arabic Language as a Basic Epistem in the Scientific Tradition of Islamic Boarding School Education.” International Journal of Educational Research & Social Sciences. doi: https://doi.org/10.51601/ijersc.v3i6.564.

Thai, T. et. al. 2022. “Peer Evaluation and Feedback for Invasive Medical Procedures: A Systematic Review.” BMC Medical Education. doi: https://doi.org/10.1186/s12909-022-03652-9.

Toedien, F. 2025. “Integration of Religion and Science in Nidhal Guessoum’s Thought: An Epistemological Analysis and Its Implications for Islamic Education.” AJIS: Academic Journal of Islamic Studies. doi: https://doi.org/10.29240/ajis.v10i2.14954.

Triatmo, A. W., R. Karsidi, D. T. Kartono, and Suwarto. 2020. “A Political Ideology of the Indonesian Islamic Philanthropy: A Case Study of Suryakarta Berama Foundation.” Indonesian Journal of Islam and Muslim Societies 10(2):353–80. doi: 10.18326/IJIMS.V10I2.353-380.

Unya, I., et. al. 2022. “The Impact of Globalization on Youth Development and Early Childhood Education in Nigeria.” Journal of Religion and Human Relations. doi: https://doi.org/10.4314/jrhr.v14i1.11.

Yáñez, Ó., et. al. 2025. “Two Decades of Accreditation in Chilean Medical Education: Outcomes and Lessons Learned.” BMC Medical Education. doi: https://doi.org/10.1186/s12909-025-07626-5.

Yaqin, H., & Norlaila, N. 2024. “Description and Analysis of Madrasah Diniyah in Southern Kalimantan.” International Journal of Education and Digital Learning. doi: https://doi.org/10.47353/ijedl.v2i3.105.

Yuningsih, Y. et. al. 2023. “Pesantren and the Kitab Kuning: Pesantren Dynamics and Its Influence on the Kitab Kuning Traditions in Sukabumi.” Buletin Al-Turas. doi: https://doi.org/10.15408/bat.v29i2.30897.

Yustikasari, Rizki, Ajeng Carolina Samrodi, and Argitha Aricindy. 2026. “Kajian Systematic Literature Review: Implementasi Pendidikan Karakter Berbasis Budaya Lokal Di Sekolah Dasar.” Advances In Education Journal 2(5):167–83.




DOI: https://doi.org/10.18784/analisa.v11i1.4027
Abstract - 216 PDF - 154

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2026 Aji Sofanudin

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Creative Commons License
Analisa: Journal of Social and Religion is licensed under a Creative Commons Attribution 4.0 International License.

 hit counter joomla View My Stats