GEOS 3053 / GEOS 3054 Asia-Pacific Development

1-31 January 2011

Indonesia

The University of Sydney

3 / GEOS 3054 Asia-Pacific

Southeast Asia Field School

Table of Contents

1. Course outline ------------ 1

2. List of participants ------------ 5

3. Schedule ------------ 6

4. Basic information ------------ 7

5. Learning modules ------------ 10

Readings

Module 1 readings ------------ 18

Module 2 readings ------------ 75

Module 3 readings ------------ 124

Module 4 readings ------------ 178

Module 5 readings ------------ 212

Module 6 readings ------------ 244

Appendices

Appendix 1Independent research project/paper format ------------ 268

Appendix 2 Checklist of things to bring ------------ 270

Appendix 3 Bahasa Indonesia phrases ------------ 271

Appendix 4 Maps ------------ 272

1. Course Outline

Course coordinators

Jeffrey Neilson jeffrey.neilson@sydney.edu.au Yayoi Fujita Lagerqvist yayoi.lagerqvist@sydney.edu.au

Objectives

The Southeast Field School aims to expose students to real world development dilemmas experienced by governments, communities and individuals in the global south. It is based on interspersed lectures, field exercises, a village home-stay, readings and group work at different sites across Indonesia. The Field School involves a comparative assessment of development issues in the inner (Java and Bali) and outer (Sulawesi) islands of Indonesia. The course is run in association with local universities on each island and will involve several joint field exercises with students from these universities.

The Field School focuses on two main themes: i) regional economic development and the livelihood implications of integration within the global economy; ii) the challenges of participatory natural resource management across Indonesia. There will also be some scope for students to explore associated development issues such as cultural and political change in modern Indonesia. The course covers a number of modular themes in lectures, readings and through village-based fieldwork.

Expected outcomes

The Southeast Field School is designed to equip students with a thorough, field-based, experiential understanding of natural resource management and rural development issues in Indonesia. Through a process of cultural immersion, participants are expected to develop enhanced empathy with the plight of decision-makers and individuals in rural communities across Indonesia. Participants will develop critical fieldwork skills and gain experience of working in a developing country context.

Teaching format of Field School

A variety of learning formats will be employed throughout the Field School, the hallmark being a juxtaposition of field and classroom-based learning. This will include: i) a series of lectures delivered by both University of Sydney lecturers and counterparts from Indonesian Universities delivered in a similar style to University-based lectures, but including a brief Q & A session; ii) required readings throughout the field school associated with each module that will be explored through discussion groups, involving Indonesian university students where possible; iii) several field-based activities aimed at developing specific skills in field research methodologies, including household surveys, use of handheld GPS for mapping purposes and ethnographic ‘participant observation’ during village homestays; a series of ‘stakeholder presentations’, which will generally reflect particular standpoints on development issues and should be treated (for research purposes) as a stakeholder interview. You should use the opportunity to ask as many relevant questions as possible. Where the speaker is addressing an issue directly relevant to your research topic, you should even have some questions pre-prepared. The Field School is presented through six modules based around geographic and thematic concerns. Each Module involves lectures, stakeholder presentations, and discussion groups (tutorials). Required readings are identified for each module. These should be read prior to arriving at the site and students should be prepared to consider and discuss the readings during discussion groups.

Assignment and assessment

Students are assessed for the course on the following basis:

1. Independent research project

The main activity to be conducted throughout the field school is an independent research project. You will select a theme that interests you and which cuts across at least three sites visited during the field school. We strongly recommend that one site should include the Toraja region where you will have a relatively extended stay and an opportunity to focus on your research topic together with students from Universitas Kristen Indonesia Toraja (UKIT). Prior to departure, each participant must submit a 2-page research proposal that sets out your main research question, methodology to be used and relevant literature identified. This is presented on the final day of pre-departure orientation (Monday, 6 December 2010).

There are 10 cross-cutting themes that we will be examining during the Field School: 1) gender, 2) water management, 3) smallholders and global markets, 4) rural livelihoods and change, 5) regional autonomy and democratic reforms, 6) culture and modernity, 7) forest management and spatial planning, 8) tourism management, 9) private sector and NGOS in development, 10) the role of international development agencies. You should consider these themes when selecting a topic.

Upon returning to Sydney, you will have a chance to finalise your report and re-engage with the literature on the topic to complete your research paper (to be in the academic style of a journal article). The final paper should be 4,000-5,000 words (including footnotes, but excluding bibliography, abstract, tables and figure captions). The report is expected to effectively use original photos taken during the field school to support your findings and to demonstrate your ability to accurately interpret field-based observations. The basic structure of the research paper is up to you, but you may wish to use the following as a guide:

1. Independent research project (due Friday, 18 March 2011) 40 % 2. Exam based on lectures, readings, and fieldwork (Thursday, 24 March 2011) 30 % 3. Group activities during the field school 20 % 4. Field diary completion and submission

10%

For details on required formatting for the research paper, refer to Appendix 1.

2. Exam

As part of the assessment, there will be an exam based on lectures and stakeholder interviews, field activities and readings to be held on 24 March 2011. The exam will include short answer questions and an essay.

3. Group activities

There will be three main group based fieldwork activities during the Field School where you will be collaborating closely with Indonesian university students. These are: 1) in West Java with students from Universitas Indonesia (UI); 2) in Makassar, with students from Universitas Negeri Makassar (UNM); 3) in Toraja with students from the Universitas Kristen Indonesia Toraja (UKIT). Assessment of group activities will be based on your active participation in group-based fieldwork, and completion of assigned group tasks (e.g. designing interviews and survey, implementing interviews and surveys, making observations, preliminary analysis, and presentation of results).

You should consider the following aspects for effective group work:

Make sure that every member of the group contributes to discussions and tasks.

Don’t jump to conclusions too quickly. Consider minority ideas.

Don’t assume consensus even when no one has opposed an idea or offered an alternative. Check agreements with members.

Set goals for group activities, but be flexible and adapt them when necessary.

Allocate tasks among the members, and make sure that each person knows what they will be doing and when.

Evaluate group process at the end. Think what you might try to do differently to improve the group work.

Abstract

Introduction o Background to the research topic – why is it important? o Research objective and research questions

Literature review o Theory, key concepts and ideas – how your research question fits in with key

debates in the literature o Regional/local context

Methodology o Conceptual framework to field methods o Scope and limitations

Case studies*

Discussion

Conclusion**

References

* This will be the main part of your research paper, and based on your fieldwork. ** You can also include pathways for future research.

4. Field diary

As part of the assessment, you will need to submit a completed field diary from the Field School. Maintaining an accurate field diary is one of the most important skills you require to effectively record observations during field work and begin preliminary analysis of your findings in a way that facilitates later ‘writing-up’ and presentation of your ideas. We recommend that you use sturdy and sizeable field notebook (see section on Basic Information), and write on one side of the paper, leaving the other side of the paper blank to insert photos and other materials that you can comment later on.

The diary should be both descriptive and reflexive. Factual details such as place names, villages, people’s names and their position, distances, times, description of what you see, smell and taste are certainly important. It is remarkable what appear to be mundane details at the time are quickly forgotten. Detailed observations and recordings provide a wealth of descriptive resources that will help bring your writing to life later on.

You should also use the diary to reflect on your observations through preliminary analysis and consideration of issues or ideas that you may have read about in the literature. These are your interpretations of events. Try to write one paragraph of ‘reflections’ in your diary each day, allocating an hour at the end of the day. It is also strongly recommended that a section of your diary (possibly the back –pages) is set aside for Bahasa Indonesia vocabulary, perhaps setting yourself a target of 10 new words each day. Your field diary must be submitted following the completion of exam as part of the assessment for the course.

2. List of Participants First name Last name Majors

Mohamad Assoum Geography / Physiology

Jon Collins Geography / Marine science

Maddie Davey Geography / Politics

Olive Diaz Geography / Latin American studies

Lauren Drake Environmental studies / Government

Will Dunlop Geography / Marine science

Natasha Hardy Geography / Marine science

Rachel Harrex Geography / Ecology

Margie hinder Indonesian studies / Government

Sidney Hioe Geography / Indonesian Studies

Vivian Honan Geography / Indonesian Studies

Shaun Lambert Geography / History

Brianna McNeillage Greene Geography / Government

Katy Mitchell Geography / History

Amy Newsom Psychology / Indonesian Studies

Colin Powell Geography / Political economy

Alex Ray Geography / Islamic studies

Felicity Shonk Geography / Environmental studies

Oscar Tate Agricultural economics

Bek Thielemans Geography / International studies

Abi van Heerden Geography / Biology

Claire Willard Geography / Biology

Laura Woollacott Geography

Annabel Wylie Geography /Asian studies

3. Schedule

Day Date Place/s Details Overnight

S 1 Jan Denpasar Arrive in Denpasar at 21.00 Aston (Denpasar)

S 2 Jan Denpasar, Jakarta Flight leaves Denpasar at 06.40 (Lion Air, JT11), Fieldtrip introduction

UI dormitory (Depok)

M 3 Jan Jakarta, Ciwidey Lectures at UI, bus to Ciwidey (5 hrs) Hotel Patuha (Ciwidey)

TU 4 Jan Ciwidey Stakeholder meetings Hotel Patuha (Ciwidey)

W 5 Jan Ciwidey, Jatiluhur Village surveys Gramatirta Jatiluhur

TH 6 Jan Jatiluhur, Karawang, Jakarta

Dam management, downstream water users, arrive in Jakarta late

UI dormitory (Depok)

F 7 Jan Jakarta AusAID Lecture, Independent research UI dormitory (Depok)

S 8 Jan Jakarta group work at UI, Independent research UI dormitory (Depok)

S 9 Jan Jakarta, Makassar Leave Jakarta at 08.15 (Garuda, GA602), lectures at UNM

UNM Guesthouse

M 10 Jan Makassar & surrounds

Small group field visits / tourism management In field

TU 11 Jan Makassar & surrounds

Small group field visits / tourism management In field

W 12 Jan Makassar & surrounds

Small group field visits, return to UNM in afternoon and presentations

UNM Guesthouse

TH 13 Jan Makassar, Toraja Bus to Toraja (9 hrs) Rantepao Lodge

F 14 Jan Toraja Stakeholder meetings (NGOs, cultural groups, coffee company)

Rantepao Lodge

S 15 Jan Toraja Lectures at UKIT, leave for homestay Village homestay

S 16 Jan Toraja Homestay Village homestay

M 17 Jan Toraja Homestay Rantepao Lodge

TU 18 Jan Toraja Independent research, visit Sa’dan Rantepao Lodge

W 19 Jan Toraja Independent research Rantepao Lodge

Th 20 Jan Toraja, Palopo Drive to Palopo (3 hrs), Mars cocoa centre Latuppa Cottages

F 21 Jan Palopo, Bastem Bastem Valley, forest management and use of GPS

Remote village stay

S 22 Jan Bastem, Palopo Bastem, Return to Palopo Latuppa Cottages

S 23Jan Palopo, Soroako Free morning, bus to Soroako (5 hours) Soroako

M 24 Jan Soroako Inco Mine, lectures Soroako

T 25 Jan Soroako Inco Mine communities Soroako

W 26 Jan Soroako, Makassar Bus to Makassar (12 hrs) Pondok Suada Indah

Th 27 Jan Makassar, Ubud Flight departs at 09.20 (Lion Air, JT741)), free afternoon

Bali

Fri 28 Jan Bali Udayana University lectures Bali

S 29 Jan Bali Water temples, UNESCO and cultural landscapes

Bali

S 30 Jan Bali Smallholder coffee, Kintamani Bali

M 31 Jan Bali Free day, flight departs 22.10

4. Basic information Phones and internet Roaming with an Australian mobile phone is possible in most locations (but remember it comes at a cost). It is relatively simple and cheap to purchase a local prepaid SIM card and insert this into your mobile phone to use while in Indonesia. International phone calls can also be made from the WARTEL (Warung Telfon) that are found even in the smaller towns, but can also be expensive. Internet cafes (WARNET - Warung Internet) are now found in all major towns (Jakarta, Makassar, Toraja, Palopo, and just about anywhere in Bali) and are quite cheap. A cheap means of calling home is using the internet phones at these WARNETs. Do note that connections can be slow and unreliable and we will not always have time to make regular internet stops on a daily basis.

Climate and weather The average temperature in Indonesia is 23-30 degrees Celsius and the coastal areas can be hot. In the highlands, which we will frequently visit, temperatures will be slightly cooler in the mornings and evening (down to 20 degrees). Timing of the wet season varies across Indonesia, but we are likely to encounter some heavy rains, particularly in Jakarta, West Java and the west coast of Sulawesi during January. Generally, this means heavy afternoon showers, but rarely does it rain throughout the whole day. We suggest you bring a rain jacket (or a poncho) and keep it handy in your daypack. You might also want to have a plastic bag (or dry bag) to keep your valuables (e.g. camera, wallet, passport, etc.) from getting wet.

Clothes – what to bring For your convenience, we have prepared a checklist of things that might be handy during the field school in Appendix 2.

Loose-fitting, yet sturdy casual clothes are recommended, as are comfortable walking shoes, hats, sunscreen, water bottle, and insect repellent. A set of semi-formal clothes (collared shirt and long pants) might also be useful. Parts of Indonesia can be socially conservative. Shorts and singlets are considered highly informal (for both men and women) and are not recommended except for lounging around guesthouses and hotel rooms. Try to choose culturally appropriate (fairly conservative) clothes for the trip as we will be spending most of our time in village environments and provincial towns. To save you from unnecessary worries, we also suggest you leave expensive jewellery at home. We recommend about 5 or 6 sets of clothes - we will make sure that we have sufficient time for getting laundry done throughout the trip. It’s best to take a large backpack (large suitcases with wheels can be awkward) as well as a (preferably water-proof) daypack.

Bring a relatively durable (e.g. hard cover, spiral-bound with protection cover) and sizeable notebook. This is to use as your field diary (remember field diary completion is part of the assessment for this course). Computer and digital equipment for recording are not ruled out for the trip, but having less expensive gadgets to carry saves you from worries of losing or breaking them during the trip. You also do not want to be meaninglessly flashing your wealth - even when it might seem modest in Australian context - particularly amongst the Indonesian students and host families. If you do bring electronic equipment (e.g. mobile phone, camera) voltage in Indonesia is 220 V and the electricity outlet is different from Australia. You will need a plug adapter with two round holes.

Other items to consider include: USB memory stick (for file sharing), good reading material, binoculars, torches, mobile phone, small gifts for host families and student counterparts, hand sanitizers/tissues. We also recommend you to pack your belongings in backpacks (rather than suitcases with rollers) that are easy to carry.

Food and water We will have most meals together as a group, but there will be a few occasions where you will be dining out on your own (after all, experiencing the local food and negotiating local restaurants on your own is a highlight of travelling!). We will be exploring the great diversity of Indonesian food, and its highly distinctive regional cuisines. Jakarta is a melting pot of cuisines from all over Indonesia; West Java is well known for vegetable dishes, peanut sauce and freshwater fish; the coastal areas of Sulawesi have excellent seafood; and Toraja has pork dishes cooked in bamboo over an open fire. January is also a great season for fruits and there should be plenty of mangoes, durian, rambutan, papayas, and bananas along the trip. Soy-based foods such as tofu and tempe and a widely available source of vegetarian protein in Java, Bali and the major cities, but are less widely eaten in the Sulawesi highlands. On some occasions, you might not get the food choices you like. Be prepared to be flexible. Otherwise, carry your own emergency food so you don't starve yourself (e.g. muesli bars). For the most part, Indonesians don’t consume a lot of alcohol and, in some Districts, alcoholic drinks are even legally banned. Having a quiet drink at your hotel is fine, but getting smashed is not a good look and extremely culturally inappropriate.

Use your common sense when it comes to food and drink to avoid getting sick. Here are some tips.

Water – Don't drink from tap, unless boiled first. Bottled water is readily available, although the trail of discarded plastic bottles can be depressing in some parts. It’s often possible to refill your bottles from large dispensers. Take sufficient drinking water during day trips and make sure you don't dehydrate yourself.

Ice – Take caution when buying from street vendors. Many travellers avoid ice altogether when in Southeast Asia as an extra precaution, although ice in most restaurants is generally OK.

Restaurant serving pre-cooked food – Padang restaurant is common in Indonesia. This is a regional cuisine from Sumatra where pre-cooked food displayed at the front of restaurant is served with rice. Often these dishes are cooked in the mornings, so eating Padang for lunch is generally better than the evening meal. Try to avoid food that particularly looks uncooked.

Security Indonesia has had a number of highly publicised security events since 1998, such as the Bali bombings in 2002 (nearly 10 years ago now). You should read the general travel advisory and check the below links from the Australian Department of Foreign Affairs. For the most part, the level of crime is low in Indonesia, especially outside of the major cities, and the actual terrorist threat remains minimal. Drawing unnecessary attention to yourself through culturally inappropriate, obnoxious, or otherwise offensive behaviour will certainly increase your level of risk. Try to stay alert of your surroundings especially when you are on your own.

The risks of carrying illegal drugs to Indonesia should be well known to everyone, so don’t be stupid!

General advice for overseas travel http://www.smartraveller.gov.au/zw-cgi/view/Advice/General Travel advice for Indoneisa http://www.smartraveller.gov.au/zw-cgi/view/Advice/Indonesia We will be informing the Australian Embassy in Indonesia of our travel itinerary. In case of emergency, contact address for the Australian Embassy in Indonesia is:

Insurance

During the time that you are participating in the Field School, you will be covered by the University’s travel insurance.

More information on the University’s travel insurance is available at:

http://www.usyd.edu.au/audit_risk/insurance/travel/index.shtml

Remember that your personal travels before or after the Field School are not covered by the University’s insurance policy. You will need to apply for your own private travel insurance for these periods if necessary.

Australian Embassy Jl H.R. Rasuna Said Kav C15-16 Jakarta Selatan 12940 Telephone: (021) 2550 5500 Fax: (021) 2550 5499 After hours: (021) 2550 5555 Email: consular.jakarta@dfat.gov.au Office hours: Monday to Friday 08.00 - 12.00 & 13.00 - 16.00 except for Public Holidays

5. Learning modules and detailed program

MODULE 1: West Java

Dates: January 2-8 Places: Jakarta, Ciwidey, Jatiluhur, Karawang Local partner: Department of Geography, University of Indonesia (UI)

Key themes: Water management, rural livelihoods and change, farmer activism, forest management and landscape planning, role of international development agencies Lectures:

1. Introduction to Natural Resource Management in Indonesia, Jeff Neilson 2. Catchment Management in the Citarum River Basin, Eko Kusratmoko

Stakeholder Interviews: 1. Tea plantation manager (PTPN Rancabali) 2. Farmer organisations / NGOs 3. Government officials (eg. Regional planning board - Bappeda) 4. Forestry officials (Dinas Kehutanan) 5. State-owned water management company (Perum Jasa Tirta II)

Activities: We arrive in Jakarta on January 2 and will travel to the University of Indonesia (UI) campus, located in Depok (on the southern outskirts of Jakarta). We will meet with geography students and lecturers from UI, who will join us for field activities during January 3-8. Following a series of lectures in the morning of January 3, we will travel by bus (about a 5 hour drive) to Ciwidey, a small town located south of Bandung. During January 4-6, we look at issues of land use change in the Ciwidey region, where forest was initially cleared by the Dutch to establish tea plantations, many of which were subsequently nationalised as Perusahaan Terbatas Perkebunan Nusantara (PTPNs) in the 1950s. More recently, smallholder farmers have started growing a diversity of food crops and higher value horticultural crops (i.e. floriculture) at the expense of more permanent tree-based landscapes. The social and environmental benefits of various land uses are being hotly debated in the Ciwidey region, as recreational use of the landscape also increases. We will explore how conflict over resource use and management is resolved. We will also follow the Citarum River to downstream reservoirs and irrigation users in Karawang, and explore issues associated with water management and supply.

Required Readings for discussion groups 1. McLafferty, Sara L. 2003. Conducting Questionnaire Surveys. In Key Methods in Geography,

edited by N. J. Clifford and G. Valentine. London: Sage Publications:87-100 2. Laurier, Eric. 2003. Participant Observation. In Key Methods in Geography, edited by N. J.

Clifford and G. Valentine. London,: Sage Publications: 133-148. 3. Peluso, N. L.., Afiff, S. and Rachman, N. F. (2008). Claiming the Grounds for Reform: Agrarian

and Environmental Movements in Indonesia, Journal of Agrarian Change, 8(2-3), pp. 377–407.l

4. Hardjono, J. (2005). Local Government and Environmental Conservation in West Java. The Politics and Economics of Indonesia’s Natural Resources, Edited by Resosudarmo, B. ed. ISEAS Publications, Singapore: 216-227

Films:

1976 Max Havelaar directed by Fons Rademakers

2009 Indonesia: A reporters Journey by Mike Carlton

Group activities and assessment: You will be required to design and conduct a household survey in Ciwidey together with students

from UI during January 5-6. Part of the assessment for group activities will be based on your participation in the fieldwork with UI students, and the results of fieldwork, which includes designing and implementation of household survey, analysis of primary data and presentation of the main findings on January 8.

MODULE 2: Makassar and surrounds

Dates: January 9-12 Places: Makassar and surrounding areas Local partner: Universitas Negeri Makassar (UNM)

Key themes: tourism management, protected area management, community livelihoods Lectures:

1. Alfred Wallace, the geography of Indonesia and the importance of fieldwork, Jeff Neilson 2. An Introduction to South Sulawesi, UNM

Activities: We arrive in Makassar on January 9 and will meet with students and lecturers from the Geography Department at Universitas Negeri Makassar (UNM). Makassar (formerly Ujung Pandang) is the largest city in Eastern Indonesia, with a population of about 1.5 million and a rapidly growing economy. The history of Makassar is one of the most fascinating in Indonesia. In pre-colonial times, the Gowa Kingdom established itself as a sophisticated and cosmopolitan trading town and a key link in the lucrative spice trade until it was crushed by the Dutch in 1667. It then became an important Garrison town of the VOC (The Dutch East Indies Company) and the East Indies government that replaced the VOC. For centuries, the seafaring Makassans would make seasonal voyages to the far east of the archipelago and to northern Australia to collect sea delicacies for the Chinese. The South-western peninsula of Sulawesi is the most densely-populated region of the island, dominated by ethnic Makassans and Bugis people, along with several minorities including the Mandar and the Christian Torajans. The south –western peninsula is now a major exporter of primary commodities such as rice, cocoa and shrimps. The city is surrounded by impressive natural features include coral reefs, an extensive range of karst limestone, and extinct volcanoes. You will split into four separate groups during January 10-12 to visit one of the following four recreation sites together with students and staff from UNM:

1) Bantimurung National Park, with various caves, waterfalls and butterflies as attractions, 2) Spermonde Archipelago, inhabited islands with good snorkelling potential, 3) Bawakaraeng Mountain, summit of +/-2,800 metres with various cool altitude recreation

opportunities, 4) Historic sites in Makassar, including Fort Rotterdam, Paotere Pinisi harbour and Chinatown.

These sites are all important recreation areas for the population of Makassar as well as for inter-island and international tourists, possessing outstanding natural and cultural attributes. Inappropriate use and poor management of tourism assets, however, inhibits the sustainable future use of these sites to the long-term benefit of local communities. When visiting these areas, consider the following questions: What is the key asset that attracts visitors? Is this asset adequately protected? Who owns and manages the assets? Who benefits from tourism? What is the attitude of local communities towards visitors?

Group activities and assessment: In groups, you will be asked to assess the strengths and weaknesses of the site for tourism development, the potential for community involvement in tourism and to reflect on appropriate management of these assets. You will need to conduct interviews with local communities, tourism operators and site managers. Your group will return to Makassar in the

morning of January 12 to make a group presentation at UNM in the afternoon. Required readings for discussion groups:

1. Wallace, A. R. (1869). Sulawesi: Makassar. September to November 1856. The Malay Archipelago. Singapore, Periplus Editions: 161-172.

2. Van Ossterzee, P. (1997). ‘Wallace’s Line,’ Where worlds collide: the Wallace Line, Reed Books, Kew:21-40

3. Cochrane, J. (2006). Indonesian National Parks: Understanding Leisure Users, Annals of Tourism Research, Vol. 33, No. 4:pp 979–997.

Films

1999 Indonesia: Bali and Sulawesi (Lonely Planet)

MODULE 3: Tana Toraja

Dates: January 13-19 Places: Rantepao, Pedamaran, Ke’te Kesu, Bautumonga Local partner: Universitas Kristen Indonesia Toraja (UKIT)

Key themes: Gender, culture and modernity, Smallholders and global markets, rural livelihoods and change, tourism management, regional autonomy and democratic reforms, NGOs and development

Lectures: 1. Culture and history of Toraja, UKIT 2. Smallholder coffee development in Sulawesi, Jeff Neilson 3. Agrarian transition and rural livelihoods, Yayoi Lagerqvist

Stakeholder Interviews: 1. Coffee trading company (PT Toarco Jaya owned by Key Coffee Inc., Japan) 2. Cultural organisation – tourism asset manager (Yayasan Ke’te Kesu ) 3. Development /CBNRM NGO (WALDA ) 4. Activist / writer - gender and rural development in Toraja (Diny Yusuf) 5. Head of Toraja guides association (Aras Parura)

Activities: We will drive from Makassar to the Toraja highlands on January 13 (approximately 8 hours). The Torajan ethnic community possess highly distinct cultural practices that blend ancient animist beliefs with the modernising effect of Christianity. These practices culminate in highly elaborate and extravagant funeral rites involving the mass slaughter of numerous buffaloes and pigs and require substantial financial investment and inevitable cycles of indebtedness. The physical landscape of Toraja is a striking mosaic of terraced rice-fields, isolated hilltop hamlets, distinct carved architecture and cliff-face graves. The regional economy is fuelled significantly by the injection of remittances from émigré Torajans, with livelihoods often supplemented by petty trade and the production of cash crops such as cocoa and coffee. The first day in Toraja will involve a series of stakeholder meetings and visits to several sites in northern Toraja. In the morning of January 15, we will attend lectures at the Christian University of Toraja (UKIT) on development in Toraja and coffee development in Sulawesi. Following these lectures, you will be split into pairs and will spend the next 2 nights with a counterpart from UKIT in their home-village in a home-stay environment. You should use this opportunity to explore your chosen research topic and to learn first-hand about village life in rural Toraja. We will meet for a barbeque dinner at Talimme (Jeff’s family house) on the evening of January 17 for reflection on your village home-stay experiences. You will also have time to schedule and work independently on your research topic during January 18-19 together with research partners from UKIT. In the afternoon of January 18, we will visit Sa’dan where we will have stakeholders meeting to explore issues of gender, development, culture and tourism in Toraja. You will wrap-up your research activities on January 19.

Required readings for discussion groups:

1. Bernard, Russell H. 2006. Interviewing: Unstructured and semi-structured. In Research Methods in Anthropology, edited by R. H. Bernard. Oxford: Alta Mira Press: 210-250.

2. Adams, K. (2003). "The Politics of Heritage in Tana Toraja, Indonesia: Interplaying the Local and the Global." Indonesia and the Malay World, 31(89): 91-107.

3. Rigg, J. (2006). Land, Farming, Livelihoods, and Poverty; Rethinking the links in the Rural South, World Development, 34(1):180-202

Films Daun diatas Bantal (1999) by Garin Nugroho

Activities and assessment: It is expected that your time in Toraja will be essentially focused on collecting information related to your independent research project.

MODULE 4: Palopo

Dates: January 20-23 Places: Noling, Bastem Local partner: Universitas Andi Djemma (UAD)

Key themes: Smallholders and global markets, rural livelihoods and change, forest management and spatial planning, private sector and development Lectures:

1. Smallholder cocoa development, Jeff Neilson 2. Shifting cultivation and forest management, Yayoi Lagerqvist

Stakeholder Interviews: 1. Mars Inc. 2. Local NGO (Yayasan Bumi Sawerigading)

Activities: We will drive to Palopo on the morning of January 20 (approximately 3 hours). The court of Luwu was generally recognised as one of the first pre-Islamic kingdoms in Sulawesi. It has undergone somewhat of an economic revival in recent years, with the growth of cocoa production, mining, shrimp farming and oil palm. This has been superimposed over traditional livelihoods involved fishing, rice and sago cultivation. While Palopo city itself is quite modern, the region still possesses a frontier character, with relatively abundant forest resources and land for agricultural expansion. A number of transmigration settlements were established in the region during the 1970s, but these have now generally been assimilated within a multi-ethnic society (key ethnic groups are the indigenous Luwu, Bugis and Torajans). During the first day in Palopo, we will meet with representatives from Mars Incorporated, who are heavily involved in on-farm support activities for cocoa growers across Sulawesi to learn about the role of private sector investment in smallholder cocoa production. The next two days (January 21-22) will involve a group visit to the relatively isolated Bastem valley, where swidden-based communities have been engaged in an ongoing struggle with the government to recognise their traditional claims to agricultural and forest lands. You will be divided into groups and collect a series of GPS points along the forest margins to ascertain differences between official land data and community perceptions of resource ownership. Required readings for discussion groups:

1. Neilson, J. (2007). Global Markets, Farmers and the State: Sustaining Profits in the Indonesian Cocoa Sector, Bulletin of Indonesian Economic Studies, 43(2), 227-50.

2. Li, T. M. (2008). Contested Commodifications: Struggles over Nature in National Park. Taking

Southeast Asia to Market: Commodities, Nature, and People in Neoliberal Age. edited by J. Nevins and N. L. Peluso. Ithaca and London, Cornell University Press: 124-139.

Films: 2009 Bean Counters, Landline, 05/04/2009 2008 The Burning Season, directed by Cathy Henkel

MODULE 5: Soroako

Dates: January 24-26 Places: Soroako Local partner: PT Inco

Key themes: Private sector and regional development, regional autonomy, resource industries Stakeholder discussions:

1. Nickel mining company (PT Inco, partly owned by Vale Inco of Canada and Sumitomo Metal Mining of Japan)

2. Local environmental NGO Activities: We will drive from Palopo to Soroako on the afternoon of January 23 (approximately 5 hours). On January 24, we will visit a large nickel mine PT Inco, owned by foreign companies (i.e. Vale Inco of Canada, Sumitomo Metal Mining of Japan), and learn about the history of mining in the area and the issues associated with environmental and social management around remote mine sites. On January 25, we will visit a local community and discuss with stakeholders including local authority, members of villages and local environmental NGO. We will head to Makassar on the morning of January 26 (a long 12 hour trip). Required readings for discussion groups

1. Robinson, Kathryn May. 1986. The Mining Town. In Stepchildren of Progress: The Political Economy of Development in an Indonesian Mining Town. Albany: State University of New York Press. Chapter 2 :17-54

2. Fox, James J., Dedi Supriadi Adhuri, and Ida Aju. Pradnja. Resosudarmo. 2005. Unfinished edifice or Pandora’s Box? Decentralisation and resource management in Indonesia In The Politics and Economics of Indonesia’s Natural Resources. Singapore: ISEAS Publication: 92-108.

MODULE 6: Ubud, Bali

Dates: January 27-30 Places: Ubud, Kintamani, Batur, Denpasar Local partner: Udayana University (UU)

Key themes: Culture and modernity, tourism development, World Heritage, private sector and development Lectures:

1. Tourism, culture and development, Nyoman Darma Putra 2. Tourism and agricultural development: the role of Geographical Indications, Jeff Neilson 3. UNESCO nominations Heritage landscape management, I Wayan Ardika and Steve Lansing

Activities: We will travel from Makassar to Denpasar on the morning of January 27. Upon arrival to Bali, we will head to Ubud (to be confirmed), often considered to be the artistic heart of Bali, with a number

of art galleries, restaurants and cafes. You have a free afternoon on January 27. On January 28, we will visit Udayana University (UU) for a series of joint lectures with students, followed by meetings with the Bali Post Media Group. On January 29, we will visit some of the sites recently nominated for UNESCO World Heritage protection to explore some of the issues associated with such protection and impacts on local communities. The final day in Bali (30 January, before the day of departure) will involve a visit to a coffee growing village in Kintamani that has established links with international specialty coffee buyers. Required readings for discussion groups

1. Gillespie, J. (2009). Protecting World Heritage: Regulating Ownership and Land Use at Angkor Archaeological Park, Cambodia, International Journal of Heritage Studies, 15 (4): 338–354

2. The Ministry of Culture and Tourism of the Republic of Indonesia (2009). Nomination for inscription on The UNESCO World Heritage List: Cultural Landscapes of Bali Province. Chapter II-1: 66-76

6. More recommended readings

Background

History Chandler, D. P., Roff, William R., Smail, John W., Steinberg, David Joel, Taylor, Robert H., Woodside,

Alexander, Wyatt, David K. (1987). The Republic of Indonesia. In Search of Southeast Asia: A Modern History. D. J. Steinberg, University of Hawai'i Press: 418-430.

Natural Resource Management Resosudarmo, B. (2005). Introduction. The Politics and Economics of Indonesia’s Natural Resources

(Resosudarmo, B. ed). ISEAS Publications, Singapore. 1-12. Indonesian Language Sneddon, J. (2003). Regional Languages and the Spread of Indonesia. The Indonesian Language: Its

History and Role in Modern Society. Sydney, University of New South Wales Press: 196-217.

Thematic readings

Gender and modernity Elmhirst, R. (2007). Tigers and Gangsters: Masculinities and Feminised Migration in Indonesia.

Population, Space and Place 13: 225-238. Lindquist, J. (2010). Labour Requitments, Circuit of Capital, and Gendered Mobility:

Reconceptualizing the Indonesian Migration Industry. Pacific Affairs 83(1): 115-132. Agrarian livelihoods Cramb, R. A., Carol J. Pierce Colfer, Wolfram Dressler, Pinkaew Laungaramsri, Trang Le Quang, Elok

Mulyoutami, Nancy L. Peluso, and Reed L. Wadley. (2009). Swidden Transformations and Rural Livelihoods in Southeast Asia. Human Ecology 37:323–346.

Turner, S. (2007). Small-scale Enterprise Livelihoods and Social Capital in Eastern Indonesia: Ethnic Embeddedbess and Exclusion. The Professional Geographer 59(4): 407-420.

Farmers and global markets Neilson, J. (2008). Global private regulation and value-chain restructuring in Indonesian smallholder

coffee systems, World Development, 36 (9): 1607-1622.

Political change Aspinall, E. (2005). Elections and the normalization of politics in Indonesia', South East Asia Research,

13 (2): 117-156. Aspinall, E and Fealy, G. (2010). Introduction. In Soeharto’s New Order and its Legacy: Essays in

honour of Harold Crouch (eds. Aspinall, E and Fealy, G.), ANU E Press. 1-14. Regional autonomy Duncan, C. (2007). Mixed Outcomes: The Impact of Regional Autonomy and Decentralization on

Indigenous Ethnic Minorities in Indonesia, Development and Change, 38 (4). 711–733 Energy and climate change Jotzo, F., Resosudarmo, I. A. P., Nurdianto, D. A. and Sari, A. P. et al. (2009). Climate Change and

Development in Eastern Indonesia. In Working with nature against poverty: development, resources and environment in Eastern Indonesia (Resosudarmo, B and Jotzo, F. eds), ISEAS Publications, Singapore: 248-268

Indigenous peoples Li, T.M. (2001). Masyarakat Adat, difference, and the limits of recognition in Indonesia’s forest zone,

Modern Asian Studies, 35(3): 645-676. Forest management McCarthy, J. F. (2005). Between Adat and state: Institutional arrangements on Sumatra's forest

frontier, Human Ecology, 33 (1): 57-82 Colonialialism and nationalism Anderson, B. (2006). Census, Maps, Museum. Imagined Communities: Reflections on the Origin and

Spread of Nationalism. London and New York, Verso. Tourism Cole, S. (2006) Information and Empowerment: The Keys to Achieving Sustainable Tourism, Journal

of Sustainable Tourism, 1496): 629 — 644 Connell, John, and Barbara Rugendyke. (2008). Tourism and local people in the Asia-Pacific region. In

Tourism at the Grassroots: Villagers and visitors in the Asia-Pacific, edited by J. Connell and B. Rugendyke. London and New York: Routledge:1-40

NGOs and development Hans Antlov, H., Brinkerhoff, D.W., and Rapp , E. (2010). Civil Society Capacity Building for

Democratic Reform: Experience and Lessons from Indonesia, 21: 417–439. Land management Deininger, Klaus. (2010). Land Governance and the Millenium Development Goal. In Innovations in

Land Rights Recognition, Administration, and Governance, edited by K. Deininger, C. Augustinus, Enemark. Stig and P. Munro-Faure. Washington D.C.: The World Bank.

Winoto, Joyo. (2010). 1.1 Taking Land Policy and Administration in Indonesia to the Next Stage. In Innovations in Land Rights Recognition, Administration, and Governance, edited by K. Deininger, C. Augustinus, Enemark. Stig and P. Munro-Faure. Washington D.C.: The World Bank.

Readings on fieldwork methods

Field-diary/fieldnote

Mead, M. (1977). Bali and Iatmul, 1936-1939. Letters from the Field 1925-1975. New York, Harper and Row, Publishers: 153-238. *American Anthropologist, Margaret Mead’s Observation of Ubud in 1936]

Interviewing Longhurst, R. (2010). Semi-structured Interviews and Focus Groups, Key Methods in Geography, (Eds.

Clifford, N., French, S. and Valentine, G.) Sage Publications, London Participant observation Bernard, R. H. (2006). Participant Observation. Research Methods in Anthropology. R. H. Bernard.

Oxford, Alta Mira Press: 342-386. Gender analysis Candida, March, Ines Smyth, and Maitrayee Mukhopadhyay. (1999). A Guide to Gender-Analysis

Frameworks. Oxford: Oxfam Publication. Participatory/rapid rural appraisal Chambers, R. (1995). "Poverty and Livelihoods: whose reality counts?" Environment and

Urbanization 7(1): 173-204. Jackson, W.J., and A.W. Ingles. (1998). Participatory Techniques for Community Forestry: A Field

Manual. Gland: IUCN.

Other travel books

Aw, T. (2009). Map of the Invisible World. New Delhi, Harper Collins. Conrad, J. (1899). Lord Jim. New York, McClure, Philipps and Co. Geertz, C. (1976). Religion of Java. Chicago, The University of Chicago Press. McKnight, C. C. (1976). The voyage to Marege' : Macassan trepangers in Northern Australia.

Melbourne, Melbourne University Press. Milton, G. (1999). Nathaniel’s Nutmeg: How One Man's Courage Changed the Course of History.

London, Sceptre. Pramoedya Ananta Toer (1980-1988). ‘The Buru Quartet’, This Earth of Mankind, Child of all Nations,

Footsteps, House of Glass (translated into English by Max Lane, famously begun as an oral history of Indonesia told to fellow prisoners when Pramoedya was imprisoned on Buru Island and denied access to writing material).

Sutton, A. (1994). Exploring the islands of Indonesia: travellers’ experiences off the beaten path, Passport Books, Lincolnwood.

Vicker, A. (2005). History of Modern Indonesia. Cambridge University Press. Wallace, Alfred (1869). The Malay Archipelago. Winchester, Simon (2005). Krakatoa: the day the earth exploded: August 27, 1883

Module 1 Reading McLafferty, Sara L. (2003). Conducting Questionnaire Surveys. In Key Methods in

Geography, edited by N. J. Clifford and G. Valentine. London: Sage Publications: 87-100

--- 19

Laurier, Eric. (2003). Participant Observation. In Key Methods in Geography, edited by N. J. Clifford and G. Valentine. London,: Sage Publications: 133-148.

--- 27

Peluso, N. L.., Afiff, S. and Rachman, N. F. (2008). Claiming the Grounds for Reform: Agrarian and Environmental Movements in Indonesia, Journal of Agrarian Change, 8(2-3), pp. 377–407.l

--- 37

Hardjono, Joan. (2005). Local Government and Environmental Conservation in West Java. The Politics and Economics of Indonesia’s Natural Resources, Edited by Resosudarmo, B. ed. ISEAS Publications, Singapore: 216-227

--- 68

Module 2 Readings Wallace, A. R. (1869). Sulawesi: Makassar. September to November 1856. The Malay

Archipelago. Singapore, Periplus Editions: 161-172.

---76

Van Ossterzee, P. (1997). Wallace’s Line. Where worlds collide: the Wallace Line, Reed Books, Kew: 21-40

--- 93

Cochrane, J. (2006). Indonesian National Parks: Understanding Leisure Users, Annals of Tourism Research, Vol. 33, No. 4: 979–997.

---105

Module 3 Readings Bernard, Russell H. (2006). Interviewing: Unstructured and semi-structured. In Research

Methods in Anthropology, edited by R. H. Bernard. Oxford: Alta Mira Press: 210-250.

--- 125

Adams, Kathleen.(2003).The Politics of Heritage in Tana Toraja, Indonesia: Interplaying the Local and the Global. Indonesia and the Malay World, 31(89): 91

--- 138

Rigg, J. (2006). Land, Farming, Livelihoods, and Poverty: Rethinking the links in the Rural South, World Development, 34(1):180

--- 155

Module 4 Readings Neilson, Jeffrey. (2007). Global Markets, Farmers and the State: Sustaining Profits in the

Indonesian Cocoa Sector, Bulletin of Indonesian Economic Studies. 43(2). 227-50.

--- 179

Li, T. M. (2008). Contested Commodifications: Struggles over Nature in National Park. Taking Southeast Asia to Market: Commodities, Nature, and People in Neoliberal Age. edited by J. Nevins and N. L. Peluso. Ithaca and London, Cornell University Press: 124-139.

--- 203

Module 5 Readings Robinson, Kathryn May. (1986). The Mining Town. In Stepchildren of Progress: The

Political Economy of Development in an Indonesian Mining Town. Albany: State University of New York Press. Chapter 2: 17-54

--- 213

Fox, James J., Dedi Supriadi Adhuri, and Ida Aju. Pradnja. Resosudarmo. (2005). Unfinished edifice or Pandora’s Box? Decentralisation and resource management in Indonesia. In The Politics and Economics of Indonesia’s Natural Resources. Singapore: ISEAS Publication: 92-108.

--- 234

Module 6 Reading Gillespie, J. (2009). Protecting World Heritage: Regulating Ownership and Land Use at

Angkor Archaeological Park, Cambodia. International Journal of Heritage Studies. 15 (4): 338–354

--- 245

The Ministry of Culture and Tourism of the Republic of Indonesia (2009). Nomination for inscription on The UNESCO World Heritage List: Cultural Landscapes of Bali Province. Chapter II-1: 66-76

--- 262

Appendix 1 Independent research project/research paper format We recommend a style adapted from academic journal (e.g. Geoforum).

Figures and tables

Figure captions Ensure that each figure and illustration has a caption. A caption should comprise a brief title (not on the figure itself) and a description of the illustration. Keep text in the illustrations themselves to a minimum but explain all symbols and abbreviations used. Tables Number tables consecutively in accordance with their appearance in the text. As in figures, include a caption. Be sparing in the use of tables and ensure that the data presented in tables do not duplicate results described elsewhere in the article.

Citation and references Harvard Referencing System All publications cited in the text should be referenced following the Harvard Referencing System. In the text, refer to the author's name (without initials) and year of publication (e.g. "Since Peterson (1993) has shown that..." or "This is in the agreement with results obtained later (Kramer, 1994)"). If you are quoting directly from your source, make sure to include page number (e.g. “.... (Appadurai, 1996: p23-24)”). For three or more authors use the first author followed by "et al.", in the text. The list of references should be arranged alphabetically by authors' last names. Unpublished results are not recommended in the reference list, but may be mentioned in the text. The report should be carefully checked to ensure that the spelling of authors' names and dates are exactly the same in the text as in the reference list. Ensure that every reference cited in the text is also present in the reference list (and vice versa). References should be given in the following form: Journal article Graham, L. and Hogan, R. (1990). Social class and tactics: neighbourhood opposition to group homes. The Sociological Quarterly 31 (4), 513-529. Book Appadurai, A. (1996). Modernity at Large: Cultural Dimensions of Globalization. University of Minnesota Press, Minneapolis. Book chapter Watts, M. (2003). Alternative modern - development as cultural geography. In: Anderson, K., Domosh, M., Pile, S., Thrift, N. (Eds.) Handbook of Cultural Geography. Sage, London, 433-453. Conference paper Hubbard, P., 1997. Immoral landscapes: metaphor, materiality and the marginalization of street prostitutes. Paper presented at the Association of American Geographers' conference, Fort Worth, Texas. Website

United Nations, 2006. World Migrant Stock: The 2005 Revision Population Database. http://esa.un.org/migration (accessed November 12, 2010)

Personal communications and stakeholder interviews

There are likely to be a number of ‘personal communications’ in your report from stakeholder interviews. There are a number of ways that such interviews can be referenced, usually varying depending on the requirement of the publisher. For the purpose of the assigned report, we suggest these be treated as a standard reference.

The in-text reference should be “Informants Name, pers. comm”. The reference list should then follow the Harvard Referencing System (author-date system) and should include a substitution of the publication date with "Pers. comm", and provide details that identify the capacity of the individual providing the information that readily identifies their subjectivity and the date and place of the interview.

eg. Jonathon Salu (Pers. Comm.). Agricultural Extension Office with the Government of Tana Toraja, in-person interview conducted in Rantepao, Indonesia, on 15 January, 2011.

Before using personal communications in a published document, however, you will require permission of the person with whom you communicated. Note also that some referencing styles do not require a personal communication to be included in the List of References as it cannot be traced by the reader. If the informant wishes to maintain anonymity, it may be appropriate to use the following style that still identifies the positionality of the informant:

eg. Interview 23 (2009). Interview conducted in-person with a green coffee exporter in Surabaya, Indonesia on 23 July, 2009.

A note on internet references

As a minimum, the full URL should be given and the date when the reference was last accessed. Any further information, if known (DOI or digital object identifier, author names, dates, reference to a source publication, etc.), should also be given. The key is to clearly identify what organisation is hosting the site and has ‘published’ the source. Web references can be listed separately (e.g., after the reference list) under a different heading if desired, or can be included in the reference list. We suggest the later for the assigned report.

Reports with a known publisher and publication date (but accessed electronically) should not be listed as web-based reference, but rather as a report. Remember, if a source does not fit easily clearly into a category, or does not identify a publisher or website host, it may be worthwhile re-considering the credibility of the source.

Appendix 2 Checklist of things to bring Check list

passport

ticket printout

field school reader

field notebook/diary/pen

sunscreen

insect repellent

personal medication (eg. vitamins, motion-sickness, anti-fungal cream / powder, antibiotics, antihistamines, anti-diarrhoea , eye drop, etc.)

personal first aid kit (eg. antiseptic cream, lotions, bandages, etc.) toiletries hat rain jacket / poncho / umbrella jumper (airplanes and highland areas can be quite cold so be prepared!)

long pants/skirt

at least 5 changes of clothes (including 1 'neat' set)

towel

walking shoes (Make sure you are comfortable walking in them. DO NOT TAKE NEW SHOES!)

thongs (for indoors and bathrooms)

sleeping sheet (*we will provide this)

travel pillow/blanket

torch

adapter plug phone phone charger camera

camera charger

snacks (e.g. muesli bars / nuts / chocolate / vegemite/other comfort food, etc.)

drink bottle

ear plugs

small gifts (e.g. for host-families, research partner, etc.)

pictures of your family and friends (e.g. They might come in handy during home-stays.)

language aid, dictionary

plastic bag (e.g. for protection against rain, for rubbish)

hand sanitiser, tissues daypack maps USB memory stick a good book others...

Appendix 3 Bahasa Indonesia phrases

Numbers

1 satu 11 se-belas

2 dua 12 dua-belas

3 tiga 20 dua-puluh

4 empat 30 tiga-puluh

5 lima 100 se-ratus

6 enam 400 empat-ratus

7 tujuh 1000 se-ribu

8 delapan 5000 lima-ribu

9 sembilan 50,000 lima-puluh ribu

10 se-puluh 200,000 dua ratus ribu

2,000,000 dua juta

Useful phrases

How are you?

Apa Kabar? I'm well

Baik baik saja

Thank you

Terima kasih

Good Morning

Selamat pagi

Good -day (11-3)

Selamat siang

Good afternoon

Selamat sore

Good evening

Selamat malam

How much / many

Berapa?

What is your name?

Siapa namamu? My name is …..

nama saya ……

Where are you from?

Dari mana?

I'm from Australia

Saya dari Australia

Where is the bathroom

Dimana kamar mandi?

Where is ……..?

Dimana ……..?

I want ……..

Saya minta ………….

I like …………

Saya suka ……..

I don't like ……

Saya tidak suka ……..

Honorific and pronouns

Mister

Pak/Bapak

Mrs

Bu/Ibu

I

saya

you

anda / kamu

we

kami / kita

they

mereka he / she

dia

Appendix 4 Maps

Jakarta

Source: http://www.indonesia-tourism.com/jakarta/map/jakarta-high.png

Sulawesi

Source: http://www.indonesia-tourism.com/south-sulawesi/map/south_sulawesi_high.png

Tana Toraja

Source: http://www.indonesia-tourism.com/south-sulawesi/map/tana-toraja-map.png

Bali

Source: http://a8creative.co.uk/indonesia-adventure/assets/balitouristmap.gif