Solutions to Patriarchal Challenges: Women's Leadership in Islamic Boarding Schools and the Role of Bissu Figures in South Sulawesi

This study explores the relationship between women's leadership in Islamic boarding schools and the influence of Bissu figures within the patriarchal cultural structure of South Sulawesi. The research aims to uncover how Bissu, as cultural figures, impact women's roles in leadership positions within these religious institutions and the broader societal acceptance of female leadership. he researches employs a descriptive qualitative approach, primarily utilizing a literature review to trace the historical and cultural influences of Bissu on women's leadership in South Sulawesi. Relevant literary sources were identified and analyzed to elaborate on the extent of Bissu's impact on the patriarchal framework and its implications for women’s roles in Islamic boarding schools. The findings reveal that Bissu figures, known for embodying both male and female characteristics, play a significant indirect role in shaping the acceptance of women in leadership positions within South Sulawesi's Islamic boarding schools. While Bissu are often viewed as cultural symbols representing women in influential roles, their presence also sparks debate, with some viewing them as contrary to Islamic teachings, and others as vital cultural icons. This study provides a novel analysis of the intersection between gender, culture, and religious leadership in South Sulawesi, highlighting the unique role of Bissu figures in influencing female leadership within Islamic boarding schools. It offers new insights into the ongoing tension between patriarchal traditions and the evolving role of women in religious education. The research underscores the complexities of achieving true gender equality in Islamic boarding schools in South Sulawesi, where women's leadership remains limited by entrenched patriarchal norms. The study suggests that while the influence of Bissu figures has opened doors for women, significant barriers still prevent them from attaining full leadership autonomy within these institutions.