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INDONESIA
Jurnal Perempuan
Published by Yayasan Jurnal Perempuan
ISSN : -     EISSN : 25412191     DOI : https://doi.org/10.34309/
Core Subject :
The journal encourages practical, theoretically sound, and (when relevant) empirically rigorous manuscripts that address real-world implications of the gender gap in Indonesiancontexts. Topics related to feminism can include (but are not limited to): sexuality, LGBT questions, trafficking, ecology, public policy, sustainability and environment, human and labour rights/issues, governance, accountability and transparency, globalisation, as well as ethics, and specific issues related to gender study, such as diversity, poverty, and education.
Arjuna Subject : -
Articles 385 Documents
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Feminist Pedagogy: Deconstructing Patriarchal Culture (20 Years Reflection of Activism inside and outside of Classroom) Gadis Arivia
Jurnal Perempuan Vol. 21 No. 3 (2016): Feminist Pedagogy
Publisher : Yayasan Jurnal Perempuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34309/jp.v21i3.129

Abstract

This paper explores feminist pedagogy from the author’s experience, working as both an academic and activist in the women’s movement. The author does not separate pedagogy from personal experiences inside and outside the classroom. Feminist educators have a passion for their teaching and demand change. They demand confrontations and interruptions. This paper is an adventure in self-reflection of how the author’s experience as an activist affect teachings in the classrooms and how as an academic impact the public space. Many changes are needed in Indonesia’s higher education system, one of which makes the campus as a safe place, free from harassment and sexual violence, and diversity in sexual orientation.
Introducing Queer Studies in the Classroom: A Reflection Hendri Yulius Wijaya
Jurnal Perempuan Vol. 21 No. 3 (2016): Feminist Pedagogy
Publisher : Yayasan Jurnal Perempuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34309/jp.v21i3.130

Abstract

As a relatively new field of study, queer studies is still underexamined in Indonesian gender and sexuality discourse and studies. In addition to its complexities, examining and teaching sexualities in university is often perceived as ‘taboo’ and ‘indecent’. This claim becomes an impedement for queer studies to expand its coverage in tertiary institutions. In order to mainstream queer studies to public and university students, as a guest lecturer in several universities in Indonesia, the author tried to invent a participatory approach which put greater emphasis on reflexivity experience of the students, while the lecturer becomes a facilitator to generate meaningful and active discussions with the students. This reflection paper is an attempt to summarize the strategy of teaching queer studies in tertiary institutions, based on the author’s own teaching experience.
Investigating Development of Feminist Pedagogy in Universities: Learning from Gender Studies, Universitas Indonesia Mia Siscawati
Jurnal Perempuan Vol. 21 No. 3 (2016): Feminist Pedagogy
Publisher : Yayasan Jurnal Perempuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34309/jp.v21i3.131

Abstract

This paper explores the trajectory of feminist pedagogy development in higher education institution in Indonesia, especially in Gender Studies Graduate Program at Universitas Indonesia that manages the master degree program on gender studies since 1990. The development of feminist pedagogy in this higher education institutionis influenced by the commitment of the top leader(s), the support of lecturers representing multidisciplinary background, collaborations with other universities, as well as a close synergy between academics and activists. In presenting and discussing the development of feminist pedagogy in Gender Studies Graduate Program of UI since its inception to the present time, this paper uses literature reviews, critical reflection of students, and other personal reflective notes as main ingredients.
Feminist Pedagogy: A Political Position Rocky Gerung
Jurnal Perempuan Vol. 21 No. 3 (2016): Feminist Pedagogy
Publisher : Yayasan Jurnal Perempuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34309/jp.v21i3.132

Abstract

Feminist pedagogy is a mode of thought, and a policy reform proposal. It leads the academic discourse analysis to find out the political location of injustice in the history of knowledge and in the nexus of power. Social transformation is the ultimate goal of feminist pedagogy.
Proliferation of Postfeminist-Postmasculine Imagery & Disarticulation of Equality Activism: A Classroom of Feminist Media Studies as Politics of Emancipation Ratna Noviani
Jurnal Perempuan Vol. 21 No. 3 (2016): Feminist Pedagogy
Publisher : Yayasan Jurnal Perempuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34309/jp.v21i3.133

Abstract

Since the end of 1990s, Indonesian media have been suddenly becoming feminists. It could be seen from the proliferation of images of what so-called “female individualism”. In this sense, women are depicted as being independent, success, beautiful and empowered. These images are followed by the rise of images of less superordinate and less powerful men than as previously required by patriarchal order. Subject-object relationship in terms of gender becomes fluid and interchangeable, as if the problem of inequality is already fixed and resolved. Such media images of postfeminism and postmasculinism are, in fact, disembedded and disconnected from the real problems of gender prevailed in the society. Those images tend to celebrate feminist success, but at the same time devaluing and negating feminist political activism. In this regard, integrating feminist perspectives into academic media studies in Indonesia becomes one of pivotal steps to challenge disarticulartion of feminism done via and by the media.
Postcolonial Indigenous Feminist Paradigm as a Strategy of Self-determination: A reflection on Papua Mimika Women in Matrilineal Tradition Els Tieneke Rieke Katmo
Jurnal Perempuan Vol. 21 No. 3 (2016): Feminist Pedagogy
Publisher : Yayasan Jurnal Perempuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34309/jp.v21i3.134

Abstract

Feminism for some people in Indonesia viewed as a Western concept. They claimed that, It is a concept which is not rooted in Indonesia’s values. Even though there are several studies conducted to examine women’s issues in Indonesia, the result of those studies is insufficient to develop a body of knowledge or feminist theory of Indonesia. Historically, Indonesia in the past was a colonized nation which Dutch (Euro-Western) for some decades. This indicated that knowledge production process in Indonesia has been hegemonised by so-called Western knowledge. Decolonization and indigenization on research methodology is crucial to be able to establish an Indonesia’s feminist theory. The historical context of Indonesia as a colonized nation as well as cultural context impacted on various women’s issues in Indonesia including West Papua’s women. Therefore, providing spaces for multiple paradigm such a Postcolonial Indiegnous in a research is needed. The process of decolonization and indigenization in a research will provide a knowledge that based on indigenous perspectives on Indigenous purposes in the production of knowledge.
Warsini! Are you not tired standing in the factory? A Reflection on Women’s Labour Pedagogy Sylvia Tiwon
Jurnal Perempuan Vol. 21 No. 3 (2016): Feminist Pedagogy
Publisher : Yayasan Jurnal Perempuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34309/jp.v21i3.135

Abstract

This article is a reflection on feminist education at the complex intersection of feminism, the workers movement and the movement towards social transformation in Indonesia. It raises questions about the effectiveness of gender training programs that have become almost a prerequisite for programs and funding among many non-government organizations, national and international. The writerargues that the institutionalization of gender training has been dissociated from the movement for transformational justice and from the concrete experience of workers.
Feminist Pedagogy as Vision in Theological Christian Education: Study on PERUATI (Association of Theologically Educated Women in Indonesia) Nurseli Debora Manurung
Jurnal Perempuan Vol. 21 No. 3 (2016): Feminist Pedagogy
Publisher : Yayasan Jurnal Perempuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34309/jp.v21i3.136

Abstract

This paper shows the importance of feminist pedagogy as a vision in Christian theological education. Oppression experiences of women as the root of all of oppression of human and ecology, are approached by liberation and transformative education, for justice and equality. Feminist theology needs a place in theological education and in the church education, thus within feminist perspectivecontexts. The core of the Christian tradition in theology is liberation and transformation. Peruati is presenting this feminist vision. As anassociation of theologically educated women in Indonesia, they come together with theologically educated men for movement, for liberation and transformation. Peruati enter the house-ekklesia as feminist pedagogy. Those are the church education and theological Christian education.
Pedagogy of Equality in the Family, Schools, and Society: Self-Reflection as Muslim Feminist in Aisyiyah Alimatul Qibtiyah
Jurnal Perempuan Vol. 21 No. 3 (2016): Feminist Pedagogy
Publisher : Yayasan Jurnal Perempuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34309/jp.v21i3.137

Abstract

Feminist pedagogy is one of strategies to reach gender equality in education process whether in the family, school or society. Implementing feminist pedagogy not only benefits women’s lives better but also men’s as well as childrens’ lives. For me, feminist pedagogy and the struggle of gender equality is not only just as a slogan but it must be implemented on daily basis. This paper explores my experiences in implementing feminist pedagogy in family, school, and community. I argues that every single experience is worthy and recogined as a theory. This article is based on library research and a reflection from my experiences. The author has been marriage for 19 years, become a lecturer for 20 years and been involved as a woman activist for 23 years in Muhammadiyah’s woman organization, Aisyiyah. In every implementation of feminist pedagogy, I face challenges from audiences which relates to a variety of gender thought in the society. Based on testimonies from my spouse, students also audiences, it can be cocluded that the implementation of feminist pedagogy lead to the convenience in the process of transferring knowledge. It also contributes to change their perspective into Islamic progressive thought.
Gunretno: “Mother Earth has Given, Mother Earth has been Tortured, Mother Earth will Punish” Anita Dhewy
Jurnal Perempuan Vol. 21 No. 3 (2016): Feminist Pedagogy
Publisher : Yayasan Jurnal Perempuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34309/jp.v21i3.139

Abstract

Page 11 of 39 | Total Record : 385

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