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Exile Trauma and Gender Relevance in the Novel Pulang: Postmemory Studies Marianne Hirsch Putra, Jalu Norva Illa; Rahmawati, Damay; Jia, Cao
POETIKA Vol 12, No 1 (2024): Issue 1
Publisher : Faculty of Cultural Sciences, Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/poetika.v12i1.96336

Abstract

Inspired by the real-life experiences of Indonesian exiles, Leila S. Chudori's Pulang explores the journey of an exile of the New Order regime attempting to come to terms with the trauma of the 1965 tragedy, and the inherited trauma of his daughter, who returns to the country of her father’s birth amid political turmoil. This research focused on revealing the discourse of exile as a victim who transmits their trauma to a subsequent generation, as well as the position of gender in the formulation of transmission, affecting the identification of trauma inheritance. Hirsch’s postmemory perspective was employed to analyze the process of trauma inheritance, which was rarely found in Indonesian literary works, as were the historical descriptive, causality, and comparison methods. The trauma inheritance experienced by the first generation is the trauma of loss due to the 1965 tragedy, which was then passed down to a child. Familial transmission becomes the basis of trauma inheritance, strengthened by affiliate transmission, which was a work of authentication in Indonesia. Gender plays a role in the affectivity of transmission, wherein transmissions involving fathers (exiles) and daughters are just as trauma-creating triggers. It is noteworthy that affiliative transmission fosters intersubjectivity among non-exiled female characters who are closely connected to the first generation, thereby enhancing the inheritance of trauma more effectively than familial transmission. The first generation is exiled and identifies its trauma by remembering and bringing with it Indonesian features, in various forms. In contrast, the second generation does it more concretely by becoming a real Indonesian. These findings underpin how an exile's trauma stemming from the 1965 tragedy can be passed on to the second generation, through a transmission process, a journey back to Indonesia, and gender relevance. Pulang redefines an exile as a victim and as an effort for reconciliation.
The role of literature in shaping cultural identity and social consciousness in contemporary education Wahyuni, Lilik; Jia, Cao; Wahyuni, Sri; Mujianto, Gigit; Vinahari, Dessy Kusuma; Melati, Inka Krisma
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 10 No. 2 (2024): October
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v10i2.37110

Abstract

Literature significantly influences cultural identity and social consciousness within contemporary education, particularly regarding Indonesian literary traditions. Globalisation has profoundly impacted education, often resulting in the marginalisation of cultural heritage. This study analyses how literature can preserve cultural values while promoting global awareness and social understanding. The research employs James Paul Gee’s discourse analysis framework to examine texts by notable Indonesian authors, such as Eka Kurniawan, Chairil Anwar, and Seno Gumira Ajidarma, focusing on themes of identity, tradition, and modernity. Data was collected through textual analysis, supplemented by interviews and focus group discussions with educators, literary scholars, and learners. Thematic analysis was utilised to identify key cultural identities and themes related to social issues. The findings reveal that Indonesian literature illustrates significant tensions between tradition and modernity and highlights individual freedom versus societal expectations. Additionally, it offers critical perspectives on the impact of globalisation on cultural identity. The research concludes that integrating literature into educational curricula can enhance learners' appreciation of their cultural heritage, foster critical thinking, and promote multicultural awareness. This approach contributes to a more culturally responsive education system, better equipping learners to navigate the complexities of a globalised world.