My research aims to unravel the complexities of bullying in school situated by conservative values and norms. This research also attempts to answer scholarships’ concerns about the lack of empirical and theoretical evidence of bullying. Qualitative by nature, this research can be identified as an autoethnography research which adopts participatory observation as the main tool to assemble the data. My research finds some practices of bullying, includes bullying based on non-conforming gender performance amongst students based on the hidden curriculum taught by the teachers sustained through a governmentality model. Moreover, my research also finds the importance of an intersectionality lens to spill out different types of bullying happened in single person identity at the same time. By referring to scholars works about students’ role in bullying, my research claims students’ role in bullying settings is very fluid based on the context, such as, situations and forms of bullying. Lastly, my research finds the absence of students’ voice in policies about bullying may affect misdirection solutions to bullying practice. My research suggests for further research in examining sustained bullying practice in school by using different ways, such as, longitudinal study. Lastly, my research recommends policy makers to review every discriminating policy in public educational institution as it indirectly impacts the practice of bullying in school.

Additional Metadata
Keywords conservativeness, hidden curriculum, governmentality, intersectionality, bullying, autoethnography
Thesis Advisor Okwany, Auma
Persistent URL
Series Social Policy for Development (SPD)
Ghivo Pratama. (2019, December 20). The hidden story of violence: Children’s experience of bullying in school in Indonesia. Social Policy for Development (SPD). Retrieved from