*May 1st Celebrated, May 2nd Forgotten: A Country That Fears Workers More Than It Respects Teachers*
By:
*Masduki Duryat)**
There’s something odd, even absurd, about the way this country treats two important days just one day apart: May 1st and May 2nd—without discrediting any particular profession—but simply a matter of treatment.
On May 1st, the state seemed alert, responsive, and even somewhat “afraid” of the pressure from the labor masses. Demonstrations broke out, demands poured in, and the government immediately intervened—the president, ministers, and even regional officials—as if there was an urgency that could not be postponed.
But the day after, on May 2nd, National Education Day, the atmosphere suddenly fell silent. There was no pressure, no demonstrations, and ironically—no equal seriousness in fighting for the fate of teachers. This is where the paradox finds its face: the state is quicker to respond to the voices of the streets than to the silent cries of education.
*Workers’ Political Pressure Versus Teachers’ Moral Silence*
This phenomenon is not simply a difference in momentum, but rather a reflection of the state’s biased structure. Workers possess real collective power: they are organized, wield political pressure, and are capable of disrupting economic stability if their demands are ignored (Tarrow, 2011). Therefore, it is natural for the state to adopt a pragmatic stance—meeting some demands to quell unrest.
Meanwhile, teachers—especially contract teachers—do not possess the same “disruptive power.” They are trapped by professional ethics that demand patience, exemplary behavior, and dedication. From a sociological perspective, teachers often occupy a “moral high ground” that weakens their political bargaining power (Hargreaves, 2000). For them, demonstrations are not only a matter of courage, but also of morality: fighting for their own rights seems to betray their calling.
*Teachers: The Marginalized Foundation of Civilization*
However, upon closer examination, the role of teachers far surpasses that of workers in the context of long-term development. Laborers contribute to economic productivity today, but teachers determine the quality of the people who will drive the economy in the future. Human capital theory asserts that education is the primary investment in improving the quality of human resources (Becker, 1993).
Ironically, this most fundamental sector is treated marginally. Data shows that many honorary teachers in Indonesia still receive salaries far below the living standard (Kemdikbudristek, 2023). They teach with high dedication, but are rewarded with policies that lack empathy. The state seems to view their dedication as compensation for injustice.
*The 20% Budget Illusion: Between Commitment and Reality*
We often hear that education is a national priority, with a minimum budget allocation of 20% of the state budget, as mandated by the 1945 Constitution. However, the effectiveness of this budget is questionable. A World Bank study (World Bank, 2020) shows that the increase in the education budget in Indonesia has not been fully proportional to improvements in the quality of learning.
The problem lies not simply in the size of the budget, but in its distribution and prioritization. Much of the budget is absorbed by administrative and bureaucratic aspects, while the welfare of teachers—as the main actors—has not been a primary focus. This indicates a mismatch between macro policies and micro needs on the ground.
*Romanticization of Teachers: A Noble Narrative That Traps*
This issue also reflects a paradigm crisis in how the teaching profession is viewed. On the one hand, teachers are positioned as a noble profession—”unsung heroes.” However, on the other hand, precisely because of this label, the state feels no need to provide proper recognition.
This concept aligns with Paulo Freire’s (1970) critique of how systems often utilize moral narratives to maintain structural inequality. Glory is used as a legitimizing tool to normalize suffering. This is a dangerous form of romanticization, as it closes off space for criticism and silences demands for justice.
*Inequality in State Response: Who Gets Heard?*
Contrast this with workers who openly voice their demands. They are not burdened with a restrictive moral narrative. They are free to be angry, demand, and even threaten. And the results are tangible: minimum wage increases, improved facilities, and more favorable regulations.
From a public policy perspective, groups with high pressure power tend to receive more attention from the state (Olson, 1965). Meanwhile, groups that are unorganized or less vocal tend to be marginalized. Teachers, in this case, become victims of this political logic.
*Education Reform: From Rhetoric to Real Action*
At this point, we need to ask ourselves honestly: does this country truly prioritize education, or is it merely a political slogan? If education is truly important, teachers must be positioned as strategic actors, not merely as a complement to the system.
The solution to this problem cannot be partial. Political courage is needed to implement structural reforms in the education system, especially regarding the status and welfare of honorary teachers. Appointment to civil servants must be accelerated and simplified. Furthermore, the distribution of the education budget must be more transparent and aligned with real needs on the ground.
*Closing the Paradox: From Ceremony to Partisanship*
Ultimately, the paradox between May 1st and May 2nd reflects unequal priorities. We celebrate workers with action and response, but commemorate education with ceremony and rhetoric.
As long as this imbalance is allowed to persist, we are building our future on a shaky foundation. Education is not just a sector—it is the heart of civilization. And if that heart continues to be neglected, it is only a matter of time before the entire body of this nation loses its vitality.**
Indramayu, May 1, 2026
_*)The author is the Chancellor of the Al-Amin Islamic Studies Institute in Indramayu and a Postgraduate Lecturer at UIN Siber Syekh Nurjati Cirebon_
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