From streets to classrooms: Exploring urban slum children’s identity development in Jakarta’s non-formal education spaces

There is not only a dearth of academic and policy discourse on urban slum education, but slum-dwelling children and their educational environments are also often framed through deficit-framed and problem-focused lenses. This study aims to advance the discourse on urban slum education by illuminating asset-based aspects from children’s perspectives. It examines how slum-dwelling children in Jakarta make sense of their experiences in and around the NGO learning center through interactions with social actors and material objects that mediate children’s identity development. Identity development is explored through two interrelated approaches: (1) individualistic self-actualization approach, centered on academic and professional aspirations, and (2) horizontal relationship-focused approach, grounded in collective belonging. To center children’s perspectives and voices, this study employed photovoice, a participatory visual methodology using children-generated photos, with 25 children at the NGO learning center, complemented by interviews with parents and non-formal education teachers. Key findings demonstrate that: (i) children’s individualistic self-actualization approach was overall more pronounced, especially in their interactions with non-formal education teachers and material objects; (ii) children’s interactions with peers and parents reinforced collectivist values, reflecting a horizontal relationship-focused approach, while supporting individual aspirations; (iii) parents mutually encouraged their children’s education, and slum neighborhoods served as meaningful sites for children’s socio-emotional and academic development. Accordingly, in contrast to the dominant deficit-framed views of urban slum education, this study demonstrated that the NGO learning center fostered a positive climate for learning and identity development by promoting children’s aspirations, affective ties (e.g., empathy and filial piety), and supportive community networks.