Conflict Transformation of Forced Hijab Practices in Educational Settings: A Lederach's Perspective Through A Systematic Literature Review

This study examines the dynamics of hijab coercion in educational settings through Lederach’s conflict transformation framework. Using a systematic literature review of 38 articles published between 2020 and 2025, this research analyzes how biased media framing and symbolic polarization generate early prejudices that stigmatize both hijab-wearing and non-hijab-wearing students. The findings reveal that conflict transformation becomes possible only when educational institutions acknowledge discriminatory practices, rebuild trust, facilitate interfaith dialogue, promote collaborative negotiation, and consolidate long-term reconciliation. The study offers a theoretical contribution by integrating communication perspectives—particularly media framing—into Lederach’s model, thereby providing a reframing lens for understanding religiously embedded social conflicts. Methodologically, it expands the application of systematic literature reviews in communication and conflict studies. Practically, the findings underscore the need for inclusive school policies, multicultural curricula, and institutionalized interfaith dialogue to reduce symbolic discrimination and cultivate sustainable peace. The study recommends that policymakers, educators, and civil society actors adopt communication strategies that emphasize tolerance, empathy, and the protection of individual rights. Future research may explore field-based empirical studies, longitudinal perception assessments, or comparative cases beyond Indonesia to strengthen context-sensitive models of conflict transformation.