Invisible pedagogy and civic habitus: two Contrasting Pesantren models constructing national dispositions in Madura, Indonesia

Pesantren, Indonesia’s traditional Islamic boarding schools, occupy an undertheorised position at the intersection of religious socialisation and civic formation. Drawing on Bernstein’s classification and framing framework and Bourdieu’s concept of habitus, this article compares two contrasting pesantren in Madura, Indonesia (Annuqayah and Banyuanyar), based on thirty interviews, eight months of observation, and document analysis. Annuqayah combines weak framing with strong moral classification and an authoritative, non-facilitator kyai. We term this configuration exemplary invisible pedagogy. It cultivates a deliberative civic habitus oriented toward consensus-based engagement. Banyuanyar’s strong classification and explicit framing constitute a visible pedagogy sedimenting a duty-based participatory civic habitus structured by service-oriented authority. These outcomes are structurally produced through each institution’s pedagogical field, itself shaped by contrasting historical trajectories. The article advances a Bernstein–Bourdieu synthesis and critically engages the structural limits of Indonesia’s moderasi beragama policy agenda.