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Rabu, 09 Oktober 2013

Cars, bicycles and colonial legacies

Cars, bicycles and colonial legacies
Zulfa Sakhiyya  A Lecturer at the Faculty of Languages and Arts,
Semarang State University
JAKARTA POST, 06 Oktober 2013



The official Dutch apology on Sept. 12 to the families of those massacred between 1945 and 1949 has sparked debate in Indonesia and the Netherlands, but there is a more interesting topic related to both the Dutch and the transportation problems plaguing Indonesia’s cities — cycling.

If you walk the streets of Amsterdam, eight out of 10 vehicles will probably be bicycles. I was shocked to see a gentleman in a suit riding an old bicycle. A student with a pair of denim blue jeans and a sweater also rode one. Even a mother traveling with her baby and toddler sat on bakfiets (cargo bikes).

It is interesting to observe that the bicycle is an integral part of Dutch life, rather than a symbol of a minority lifestyle. 

According to Kaspar Hanenbergh, a bicycle historian who wrote a book about Dutch cycling history, the bicycle serves as a national symbol in the Netherlands. It is not the noun that counts, but the verb: cycling. It is the activity that quickly became a national symbol, not the bicycle.  

Bicycles are used by all socio-economic groups because of their convenience, Amsterdam’s small size, the availability of 400-kilometer bike paths, the flat terrain and also perhaps expensive automobile parking fees. 

Between 1890 and 1920, Dutch bicycles continued to dominate the world market, including Indonesia. Indonesian historian Djoko Suryo recorded that the bicycle was a symbol of social status in the 1900s. Only the elite could afford to purchase expensive bikes made by Dutch companies, although Indonesia had been very generous to supply rubber for tires for Dutch bicycle companies. 

But when Japanese troops occupied Indonesia in 1942, bicycle importation was terminated. Amazingly, despite the fact that Indonesia had declared its independence in 1945, Japanese cars flooded Indonesian roads and still do today.

Upon arrival in Jakarta recently, I was shocked to read a headline that the government had approved the low-cost green car (LGCC) policy. The policy has created a paradox. The policy’s rhetoric might sound reasonable: that the government is concerned about the middle class or even lower middle so that they can afford to buy cars.  

Supporters would argue that our public transportation is unreliable, thus private cars are an option. However, as analysts might have predicted, the unintended consequences on traffic gridlock and consumer behavior will make things even worse. 

For some Indonesians, cars are not only vehicles to take them from one place to another, but a representation one’s social status. If you have a car, you have attained vertical mobility. The more luxurious car you have, the higher social status you obtain. I wonder if this kind of mentality is a colonial legacy or the fact that we are merely mindless consumers? 

It is OK to purchase things, but only if the things we purchase have clear and appropriate uses.

Seeing this paradox from a postcolonial perspective, the colonizers successfully targeted their colonies as their market places. To Edward Said, a postcolonial theorist, a binary discourse of civilized and uncivilized was introduced to achieve the mission. The master slowly but surely whispers to his slaves: “you are becoming more civilized if you ride our bikes or drive our cars”.

Unlike the Dutch, who do not really concern themselves with having the latest bicycle, or the Japanese, who prefer walking to driving, some Indonesians do whatever it takes to possess cars these days, just like what we did decades ago with bicycles. 

The Dutch’s culture is biking, the Japanese’s culture is walking, whereas our culture is buying bikes and cars. 

The results of a Nielsen consumer confidence survey recently revealed that Indonesia’s latest consumption behavior was the highest level ever recorded. 

Worryingly, the LCGC policy multiplies this behavior by directly supporting the purchase of cars.

The late national education figure Ki Hajar Dewantara had worried about this behavior as he wrote “[…] because of the great inferiority complex we derived from our particular governmental experience, we were easily satisfied with anything that makes us look a bit Dutch.” 

If Dewantara were here, I believe he would challenge the policy. 

Government should work more on public transport to address this transportation issue, not give it up to the private realm.

Will we let the car companies teach us about civilization? Which one do you prefer, cheap cars or expensive bikes? Well, both are colonial legacies.

Senin, 25 Februari 2013

National curriculum 2013 : Should one-size-fits-all?


National curriculum 2013 : Should one-size-fits-all?
Zulfa Sakhiyya  A Researcher at the Center for Multiculturalism,
Democracy, and Character Building, Semarang State University
JAKARTA POST, 23 Februari 2013


Do you like wearing a one-size-fits-all shirts? If you have a “normal” size body, then you would adore such a shirt. 

But if you are relatively petite or large, you have to pass on this adorable shirt. The reason is simple, it does not fit you. So, is your body the problem?

In the garment business, “one-size-fits-all” is a term used to describe a product that has been designed to fit average people. This un-sized approach to clothing design is to make it easy for consumers to grab something off the rack in a hurry. 

However, the term can also be used to describe a simplistic and reductive approach to a problem. This includes our recent curriculum change in schools.

Under the previous curriculum (KTSP — school-based curriculum), teachers had to design their own syllabus after identifying the needs of their students. Curriculum prescribes the objectives, whereas syllabus describes the means to achieve them. 

Curriculum guides teachers about “what” to teach, syllabus tells “how” to teach it. This process requires teachers’ creativity and commitment. 

Some teachers might be burned out due to their heavy workload. But at least this system encourages teachers to teach what is needed for their students to work creatively. Quality work takes time.

Unlike the previous curriculum, the newly introduced curriculum of 2013 comes in a package. In an interview, Education and Culture Minister Mohammad Nuh stated that the government would provide the curriculum in a package with its syllabus. 

This could be good news for some teachers, but maybe not for some others. 

In explaining about the new curriculum in its familiarization program, the minister analogized the curriculum to tailoring a suit. He claimed that the 2013 curriculum was a nice suit, because it was designed first prior to the tailoring. Did not the previous curricula undergo the same procedure too? 

There are at least three flawed assumptions in the new curriculum. 

First, the curriculum planners have misidentified the problem. They assume that teachers are like “dirty water in a reservoir”. The phrase was actually presented in a national meeting of the new curriculum. It is not only that the words chosen are offensive, the assumption underlying the phrase itself is also flawed. 

Teachers are positioned at the center of the educational problem, and that is why they have to be represented in an appropriate way.

The misidentified problem is that teachers are incapable of writing a syllabus. Therefore, the panacea is the one-size-fits-all curriculum 2013 with its syllabus. 

Second, just like the one-size-fits-all shirt may not always be flattering, the syllabus made by the government may fit one school, but may also be irrelevant to others. More worryingly, some schools may get neglected when they have unique needs and issues. 

The curriculum basically assumes that all schools, facilities, teachers and students are the same, which is clearly untrue.

Third, that teachers are not trustworthy in terms of exploring their creativity in developing the curriculum based on contextual needs and the unique demands in each region. By the assumption of curriculum 2013, teachers would be steered from a distance by using a universal remote control called syllabus. 

The teaching and learning process in schools aims to shape our students’ characters and to achieve a goal where there is no child left behind. Yet Curriculum 2013 suddenly comes out of the blue and purports to act as an instant solution. 

If these sudden changes continue, teachers and students, the core subjects of education, will instead fall victim to the errors of our national education system.

I agree that we should not oppose change. But to strive for change, we need to make sure that the changes are for the better, not worse. 

Should one size fit all? Should we employ this one-size-fits-all approach to education? So, is your body the problem? These questions could hardly end. 

The problem is not only for curriculum planning. Winston Churchill said that “he who fails to plan is planning to fail”. But let’s hope it does not lead to that. ●

Minggu, 30 September 2012

Rampant student brawls and our character education


Rampant student brawls and our character education
Zulfa Sakhiyya ;  A Researcher at the Center for Multiculturalism, Democracy and Character Building in the Semarang State University
JAKARTA POST, 29 September 2012



The latest series of student brawls in Jakarta that has claimed two lives has harshly reminded us to revisit and reevaluate our system of character education.

Believed to have a long history of brawling, students from two senior high schools in South Jakarta fought each other after school hours on Monday, brandishing sharp weapons and hurling stones violently, ending in the death of a student. 

Although some have argued that the incident was an assault rather than a student brawl, I would argue that some student brawl cases might have assaults in them, and at the heart of the brawl is violence.

Within 48 hours, another life was lost in South Jakarta following a brawl between students of two vocational schools. The student was killed after being stabbed in the stomach.

While violent teenage behavior occurs everywhere, school brawls are more common in Indonesia. A student brawl is a form of collective social behavior of adolescent aberration and aggressive behavior resulting from group conformity. Usually a conflict flares up between two schools, and on the battlefield, students are actually wearing their school uniforms.

Student brawls are nothing new in our country, but it is very devastating to learn that the number of cases is mounting rather than abating. 

The National Commission for Child Protection (KPAI) recorded at least 128 school brawl cases in 2010, which rose to 339 last year. The brawls claimed 82 lives last year, up from 40 in 2010. More worryingly, acts of violence involving students became more prevalent when character education was integrated into the school curriculum.

Therefore, these statistics should prompt us to revisit and evaluate the current system of character education. Are we teaching them the right things?

I still remember when I had a Pancasila moral education lesson (PMP or now civics) back in secondary school during the New Order era, I was only asked to memorize the principles of and the attitudes that reflect Pancasila state ideology. That time I was questioning myself, why bother memorizing good attitudes but not practicing them?

Character education is not simply a formal lesson that occurs at a cognitive level (moral knowledge), but rather, it should go beyond understanding and arrive at reflecting upon what is right and doing the right thing.

For instance, an elementary school teacher in my region implemented an exemplary form of character education. She brought her students to a nursing home and assigned the students to assist and entertain the elderly. 

Surprisingly, those eight-year-old children played games with the elderly, sang a song, read them a story and even did a small stitching project. In short, students have to feel and experience for themselves the concepts of love, respect, empathy and many other good traits and characteristics.

Simply expelling students from schools due to their role in a brawl does not resolve the problem, but may instead perpetuate the culture of violence. The expulsion will deprive the students of their bright future and may lead them to a larger gang of criminals.

Character education should not only be shouldered by teachers alone. There should be a harmonious synergy among schools, families, communities and the government as the stakeholders of national education. This is because character is not taught, rather, it is shaped.

Ki Hajar Dewantara, the founding father of national education, has bequeathed to us a prophetic motto: “Ing ngarso sung tuladha; ing madya mangun karsa; tut wuri handayani,” which means “Provide a model; create an intention; and give constructive support.” 

His philosophy on education reflected in this motto is still relevant now. It echoes to the system of character education that has become one of our chief concerns nowadays.

Teachers, parents, communities and the government should be models, motivators and supporters for young generations — modeling good character, motivating youth to do good things and supporting them to do the right thing. 

Character building is a long-term project that requires patience and perseverance.

Here are some questions that may help us contemplate our awareness of character education for our children.
How can we ask our students/children to think if we do all the thinking? How can we ask our students/children to talk, if we do all the talking? How can we ask our students/children to respect us, if we do not respect them? ●