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When silence becomes violence: a perspective on institutional discourse, digital resistance, and educational justice
1Film Department, School of Design, Bina Nusantara University, Jakarta, Indonesia.
Abstract:
Institutional language can function as a mechanism of educational violence, operating not through physical punishment but through systematic linguistic practices that silence vulnerable students. Drawing on analysis of the Temanggung school-burning case in Indonesia, where a 13-year-old bullying victim set fire to his school after months of institutional neglect, this perspective identifies three mechanisms of institutional silencing: dismissive minimization through psychiatric discourse, trauma invalidation through temporal displacement, and the criminalization of resistance through security discourse. Against the backdrop of 13,210 social media activities generated by this case, the evidence suggests that digital communities in collectivist societies develop counter-hegemonic resistance patterns that are fundamentally different from those observed in individualistic contexts, challenging dominant Western assumptions about digital polarization. This perspective introduces the Collective Resonance Communication Model (CRCM) as a new theoretical tool for understanding how cultural values shape digital discourse. The analysis concludes with a call for discourse justice as a precondition for educational justice, and practical implications for platform governance, educator training, and policy reform.
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