Language, Power, and Symbolic Violence in Classroom Communication: Insights From Indonesian Culture

Abstract

This study explores how language serves as a medium of power and symbolic violence in classroom communication in Indonesian higher education. Drawing on Bourdieu’s theory of symbolic power, it examines how lecturers’ speech reproduces unequal relations that are often legitimized by cultural norms. Using a qualitative case study, data were collected from classroom observations, recordings, and field notes in a language-education program. The analysis followed Miles, Huberman, and Saldaña’s (2014) model to identify linguistic forms representing symbolic domination. The findings reveal two main mechanisms: euphemizing expressions of obligation, efficiency, and affirmation that soften authority and censorship, reflected in politeness, generosity, and marginalization that limit student agency. These patterns illustrate how the Indonesian values of tata krama (decorum) and rukun (harmony) normalize hierarchical relationships in the discourse. The study concludes that symbolic violence in educational communication often goes unnoticed because it is culturally accepted, highlighting the need for greater linguistic and pedagogical awareness among educators.

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