arti publication english

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sTRengThening lOcAl ReseARch in A glObAl cOnTexT

1

MapofAceh,Indonesia2

3 About ARTI

5 Acehnese History and Leadership

7 Research for Development and Policy-making in Indonesia

TheAcehEducationalContext:BuildingHumanCapacityforDevelopment7

ARTI’sResponse8

10 Research Training in a Conflict and Natural Disaster Recovery Zone OpportunitiestoBuildLocalResearchSkills10

ContextualConstraintsandConsiderations11

15 Many Ways of Knowing: Social Research Training Courses and Building Research Culture

Participants’Backgrounds15

PedagogicalApproachandCourseDesign17

UsingElicitiveMethodswithLocalExamples19

LevelOne:AnIntroductiontoResearchMethods20

LevelTwo:Discipline-specificResearchMethods23

LevelThree:FieldResearch,AcademicMentoring,andPublishing25

Level3FellowsandTheirResearchTopics30

34 Case Studies of Individual Participants

SehatIhsan34

Inayatillah35

IrfanZikri37

Hamdani38

CutAjaaFauziah39

40Overcoming Isolation, Fostering Linkages: Regional and International Research Collaboration

PromotingRegionalAcademicCollaboration40

CommunicatingResearch41

PhDTravelGrants46

DigitalLibraryDevelopment48

FutureDirections49

50The ARTI people LecturersandMentors53

AbbreviationsandAcronyms55

StrengtheninglocalreSearchinaglobalcontext

2

Map of Aceh, Indonesia ARTIresearchtrainingcourseswereheldinthemarkedlocations.

MapoftheregionshowinglocationofAceh

Bireuen Lhokseumawe

Meulaboh

Takengon

Banda Aceh

3

communitythroughtrainingcourses,research

opportunitiesandthefosteringofnewresearch

networksinAcehandbeyond.ARTI’sprincipal

objectiveistobuildthecapacityofindividual

researchersthroughtrainingcourses,networking

opportunities,fieldworkandacademicmentoring.

Inadditiontothetrainingprogram,ARTIoffers

travelgrantstoIndonesianandinternationalPhD

studentstocometoAcehandcontributetocourses,

shareresourcesandnetworkwithlocalresearchers

andcourseparticipants.ARTI’sprogramscreate

opportunitiestoshareresourcesandexpandpersonal

networksbybringingtogetherasignificantcohort

ofIndonesianandinternationalacademics.

ThoughARTIwasanewinitiative,itbuilt

upona30-yearhistoryofIndonesiansocialscience

researchtraining,pioneeredatthisveryCentrein

Aceh.In1974,TheSocialScienceResearchTraining

Centre[Pusat Latihan Penelitian Ilmu-Ilmu Sosial]was

establishedatSyiahKualaUniversity,followingthe

recommendationsofareportwrittenbyProfessor

TheAcehResearchTrainingInstitute(ARTI)was

establishedinresponsetothedevastationcausedby

thetsunamiof26December2004tohighereducation

institutionsinAceh,Indonesia.Itsgoalistobuildlocal

capacityforundertakinghighquality,relevantsocial

scienceresearchinthehumanitiesandsocialsciences

tobeusedbythehighereducationsector,government

andNGOs,andprovidingtheessentialskillsfor

evidence-basedpolicymaking.ARTIisaninitiative

offourIndonesianandeightAustralianuniversities,

supportedbytheMyerFoundationandAusAID.ARTI

wasincludedintheAustralianGovernment’sAceh

RehabilitationProgram,asitaccordswithAusAID’s

DevelopmentResearchStrategy2008–10.ARTIcame

underthedirectionofProfessorSamsulRizal,Vice-

RectorforAcademicAffairsatSyiahKualaUniversityin

BandaAceh,Indonesia,andProfessorMichaelLeighat

theUniversityofMelbourne,Australia.

ARTI’sprogramsfocusonexpandingthequality

andaccessibilityoflocallyproducedresearch,andaim

tocontributetothedevelopmentofavibrantresearch

About ARTI

ThefirstLevel1coursetomeetatthenewlyconstructedARTIannexofthePLPISBbuilding,togetherwithTeamLeaderDrLauraMeitznerYoderandlecturerDrRonWitton.

4

establishedatHasanuddinUniversityinMakassar,

andtheUniversityofIndonesiainJakarta.TheFord

Foundationandtheinternationalaidagenciesof

Germany,USA,Australia,France,Japanandthe

Netherlandssupportedlocationofexpertstaffatthe

ResearchTrainingCentres.Duringtheperiod1974–

2004some310traineescompletedayear-longprogram

ofresearchtraininginAceh,andeachoftheirresearch

reportsprovideabase-lineunderstandingofsocietal

changeinAceh.ARTIhasnowmadeavailableallof

thosereportsindigitalformat.

Thereportthatfollowsexplainsinmoredetail

thewaysinwhichARTI’sprogramscontributetothe

developmentofavibrantandsustainableresearch

communityinAcehwiththehopethatthisaccount

willallowotherprovincesinIndonesiatorefine,adapt

andadoptsomeofthemanymeasuresthathavebeen

employed,thusincreasingtheirownresearchcapacity.

CliffordGeertzwhoaddressedthecriticalneedto

raisethequalityofresearchandteachinginthe

socialsciencesthroughoutIndonesia.1TheResearch

CentreinAcehwasthefirstsuchcentreinthe

archipelago.SuchwasitsstatusinAcehthatthe

Centrewasassignedoneoftwobuildingsdonated

bythepeopleofAcehtowelcomethefoundingof

thenewUniversity.ThoughtheCentre,thePusat

LatihanPenelitianIlmu-IlmuSocial(PLPIIS),has

alwaysbeenpartofSyiahKualaUniversity,its

missionhasbeentotrainresearchersfrommany

Universities,IslamicInstitutesandresearchsections

ofgovernmentdepartments.Capacity-buildingin situ

hasbeenafundamentalaimofthisprogramsince

itsinception.Forthefirst20yearsofitsoperation,

traineescametoAcehfromallprovincesofIndonesia,

andAcehnesewereinturnsenttotheSocialScience

ResearchTrainingCentresthatweresubsequently

1.Aceh’sSocialScienceResearchTrainingCentre[PLPIIS]wasguidedbytheIndonesianSocialScienceFoundation[YIIS]withinitial

fundingfromtheFordFoundation,andcontinuingfundingallocationsfromtheMinistryofHigherEducation.Threesuchcentres

wereestablishedin1974–76inordertosupportsocialscienceresearch.ThehallmarkofthisprograminAcehwastoconductevidence-

basedgroundedresearch,withkeyresearchquestionsinformedbysubstantialearlyfieldwork.Foritsfirst20years,theSocialScience

ResearchTrainingCentrehadaforeignresearchmentor[Tenaga Ahli Utama]workingunderanAcehnesedirector.TwelveIndonesian

traineeresearchers(fromprovincesotherthanAceh)tookpartintheprogramforonefullyear.Theylivedattheuniversity,spent

significantperiodsconductingfieldworkthroughoutAceh,andmetregularlytodiscussprogressontheirindividualprojects.Withthe

intensificationofcivilconflictinAceh,fromthe1990sitwasnolongerpossiblefortraineesfromelsewhereinIndonesiatoeffectivelycarry

outresearchinAceh.RatherthanclosethePLPIIS,UniversitasSyiahKualachosetocontinuetheseprogramswithAcehnesetrainees,and

seniorteachingstaff.ThelateRector,ProfessorDayanDawood,SupremeCourtJusticeHakimNya’PhaandProfessorBahreinSugihen

servedasdirectorsofwhatthencametobeknownasthePLPISBduringthismostdifficultperiodofarmedconflictinAceh.

Left:TheAcehSocio-culturalResearchTrainingCentreandARTIannex.Topright:DrSyamsuddinMahmud,DirectorofPLPIIS

1978–81,laterappointedGovernorofAceh.Lowerright:ProfMichaelLeigh,TAUPLPIIS1978–79,andDirectorofARTI.

5

Withthe2005signingoftheHelsinkipeace

agreement,followedbyafreeelectionthatsaw

IrwandiYusuf,alocalleaderofGAM,wintheoffice

ofprovincialGovernor,Acehenteredacriticalphase

duringwhichcivilsocietycouldbegintofunction

again.However,unlesstherearemajorimprovements

inlivelihoods,thereiscontinuingfearthatphysical

conflictwillresume,asthathasbeenthenormforso

muchofAceh’srecenthistory.

Acehnese Leadership: Ullebalang, Ulama and TechnocratsIn1946asocialrevolutiontookplacewithinAceh.

Theobjectofthenightoflongkniveswasthe

ullebalang,theDutch-supportedaristocraticclass.

Thevictorsweretheulama,thereligiousscholars,

whoexpectedthattheywouldhaveaninfluential

partshapingthenewnation,andensuringthatthe

nascentnationofIndonesiawouldhaveasound

Islamicfoundation.Tothechagrinoftheulama,

theRepublicannationalleadershipinJakartadid

notadoptIslamasthebasisofthenewnationand,

toaddinsulttoinjury,wentontosubsumeAceh

withinthebroaderprovinceofNorthSumatra.Ulama

enthusiasticallysupportedtheDarulIslammovement

thatbeganthefighttore-establishIndonesiaonan

Islamicbasis.Formostofthe1950s,Acehwasterritory

hostiletocentralauthority.Itwasnotuntil1961

thatpeacewassignedbetweentheAcehneseulama

leader,DaudBeureuh,andthecentralGovernment

ofPresidentSoekarno.AcehwasdesignatedDaerah

Istimewa,aspecialprovince.Butthat‘special’status

soonturnedouttobemoresymbolicthanreal.

Oneofthetwoconditionsuponwhichthe

AcehneseagreedtoendsupportfortheDarulIslam

revoltandtolaydowntheirarms,wasthatSyiah

The Critical Context – ViolenceAcehisresourcerichanddevelopmentpoor.Itisa

provincewithaproudhistory,butonethathasbeen

characterizedbyintensecivilconflicts,mostofwhich

lastedforuptoageneration.

TheDutchsubjugationofAcehdidnotcommence

untiltheendofthenineteenthcenturyandbecame

acostlyandfrustratingexerciseoverfivedecades.

Perhapsitnevercompletelysucceeded,exceptin

strengtheningIslamastheunifyingfactorthroughout

Acehnesesociety.TheDutchneverre-establishedtheir

authorityinAcehfollowingtheJapaneseperiod,unlike

theremainderofIndonesia.

Throughoutthe1950sand1960stheeconomy

simplystagnated,theonlygrowthareabeingthe

illegalsmugglingtradewithMalaysia.Followingthe

militarycoupsin1965,andtheassumptionofpowerby

Lt.GeneralSuharto,therichliquidnaturalgas(LNG)

depositsatAruninnorthernAcehbecameanimportant

sourceofwealthandforeignexchangeforthenational

exchequer;itwasahigh-techenclavesurroundedby

poorfarmers.Thatflowofwealthoutoftheprovince

wasdeeplyresentedbyAcehnese,especiallyasthe

provinceremainedaneconomicbackwaterinallother

respects.TheideologyoftheSuhartoGovernment

wasstronglypro-economicdevelopment,andthe

exploitationofLNGfromthemid-1970sonwardwas

trumpetedasproofthatAcehwasenteringanewera.

However,apartfromtheexpansionofschoolsand

healthclinicsthroughoutAceh,virtuallyallotherparts

oftheprovincialeconomywereneglected.Eventhe

trunkroadlinkingBandaAcehtoMedanremainedin

poorcondition.

GerakanAcehMerdeka[GAM,AcehIndependence

movement]wasformedin1976,anditdrewits

strongestsupportfromnorthernAcehthroughto

Pidie.TheSuhartoGovernmentdidnotcountenance

opposition,particularlythosewhochallengedthe

territorialintegrityofthenationstate,andresponded

brutallytothegrowingdissatisfactioninAceh.The

threedecadespriortotheimpactoftheIndianOcean

tsunamiweremarkedbyphasesofintensebrutality,

asbothsidesfoughttothedeath.Neitherpermitted

thosecaughtinbetweentobeneutral,frequently

atpainoftortureordeath.Theestimateddeath

tollfromthatarmedconflictexceeds15,000.Those

threedecadesofcontinuingviolence,traumaand

personalintimidationimpacteduponthelivesof

mostAcehnese.

Acehnese history and leadership

HandinginofGAMweaponsunderthe2005peaceagreement.

6

KualaUniversitywouldbefounded,onafreshnew

sitecalledDarussalam,theabodeofpeace.Acehnese

saweducationaskeytothefuture.AlongsideSyiah

KualaUniversitystandsIAINAr-Raniry,theState

IslamicInstitute.Suchistheimportanceofeducated

leadershipinAcehthat,attheheightofthecivil

conflict,ProfDayanDawood,theRectorofSyiahKuala

University,andProfSafwanIdris,theRectorofIAIN

Ar-Raniry,werebothassassinatedincoldblood,with

theIndonesianArmyandGerakanAcehMerdeka

eachblamingtheotherforthekillingofthosetwo

menwhohadthecouragetospeakoutforpeaceful

solutions.

Eversinceindependence,thenationalgovernment

hadgreatdifficultiesdealingwiththeulama,and

misunderstandingsabounded.Theulamasupported

theDarulIslamrevoltagainstcentralauthority,and

theIndonesianmilitarywasassignedtheroleof

crushingthatrevolt.Afterthecoupsof1965,though

theysharedamilitantlyanti-communistideology,

theSuhartoGovernmentdidnotrelateeasilytothe

ulama.Thenaturalalliesofthecentralgovernment,

theDutch-educatedaristocrats,hadbeeneffectively

eliminatedin1946,thusSuharto’sGovernment

couldnotturntothem.SotheSuhartoGovernment

builtupanewandratherthinstratumofAcehnese

civilianleadership,dubbedthetechnocrats,with

whomitcouldcommunicate,andwhobroadly

sharedthedevelopmentgoalsofthe‘NewOrder’

Government.

Ofthefivemenwhofilledthepositionof

Governor1968–1999,threehadpreviouslyheldthe

positionsofRectorofSyiahKualaUniversity,and

headedtheprovincialplanningagency[Bappeda].

Theseleaderssharedbroadtechnocraticgoals,

soughttoextractwhatbenefitstheycouldfor

Aceh,butwereincreasinglyassignedtheroleof

secondfiddletothelocalmilitarycommanders,as

thelevelofarmedconflictintensified.Thelong-

termsignificanceoftheeducatedleadershipin

buildingbridgesbetweenconflictingparties,and

strengtheningcivilsocietyinthenewAcehcannot

beunderestimated.

InternationalvisitorstotheAcehGovernor’spalaceayearafterthesigning0fthe2005peaceagreement.

7

buildingattheindividualandinstitutionallevels

throughtrainingprogramscontributetosustainable

developmentintheeducationandpolicysectors.5

The Aceh Educational Context: Building Human Capacity for DevelopmentThelimitationsfacingIndonesianuniversities

andotherknowledgecentresaremorepronounced

inregionsoutsideofJava,wherethemajorityof

Indonesia’shigherrankededucationinstitutionsare

found.6InAceh,highereducationisstillrecovering

fromover30yearsofarmedconflictandisolation

aswellasthedestructionwroughtbytheDecember

2004tsunami.Thehistoricalcontextofcivilconflict

preventedAcehfromfulfillingitseconomicpotential

asoneofthemostresource-richprovincesof

Indonesia.

Researchperformanceiscentraltoboththe

developmentofinternationallycompetitivehigher

educationinstitutions,aswellasanevidence-based

publicpolicyenvironment.Thequalityofacademic

andscientificresearchproducedbyIndonesianhigher

educationinstitutionslagsbehindinternational

standards.2Lowacademicproductivityduetolow

salariesandexternalcommitments,poorrepresentation

ininternationaljournals,andrelativelyfewnumbers

ofstaffwithrecogniseddoctoraldegreescontributeto

Indonesianuniversities’poorinternationalstanding.

Indonesiaisparticularlylimitedinthefieldofsocial

scienceandonlyaroundhalfofitsuniversitiesoffer

socialscienceprograms.3Thislimitationhasserious

consequencesforIndonesia’scapacitytoevaluatesocial

policyandproduceinfluential,evidence-basedresearch

thatcanbeusedasaresourceforpolicymakers.4

Knowledgepartnershipsthatincluderesearchcapacity

Research for Development and Policy-making in Indonesia

AustralianAmbassadorH.E.BillFarmerandRectorofSyiahKualaUniversityProfDarniDaud,signingtheplaqueatthePLPISBbuilding,newlyrefurbishedbyAusAID.

8

ARTI’s ResponseThe2004tsunamidevastatedlives,infrastructure

andbroughtunspeakabletragedytoacommunity

alreadytraumatizedandimpoverishedbydecadesof

civilwar.However,inthewakeofthisnaturaldisaster,

boththeinternationalcommunityandtheIndonesian

governmentseizedtheopportunitytohelprebuilda

peacefulandprosperousprovince.Withthesigning

oftheHelsinkipeaceagreementinAugust2005,Aceh

enteredacriticalphaseduringwhichcivilsocietycould

begintofunctionagain.

Thepost-tsunamirapidneedsanalysisofhigher

education,conductedbyMichaelLeigh,foundthat

lossofskilledpersonnelthroughconflictandnatural

disasterleftUniversitiesandIslamicInstitutesin

desperateneedofsupportinorderthatthenew

generationofstudentsbeadequatelyeducated.Given

theprocessesofsocietalreconstructionthatwere

underway,theprovincialgovernmentwasalsoingreat

needoftrainedresearcherswiththeskillsrequired

forevidence-basedpolicymaking.Theprovincial

administrationhadfewstaffwithsuchknowledge,

andlookedfirsttotheUniversityfortherequired

expertise.Inconjunctionwithrepresentativesfrom

eightAustralianuniversities,11theMyerFoundation

andAusAIDdecidedtobuilduponthehistory,

theinternationalstandingandrecognisedstatus

inAcehnesesocietyoftheSocialScienceResearch

TrainingCentre(PLPIIS)establishedatSyiah

KualaUniversityin1974,andtofocusactivitieson

redevelopingthisCentre.Leadershipfrompublicand

privateAcehneseuniversities12andtheGovernor’s

officehaveacommitmenttoimprovinghigher

educationinAceh,andallstronglysupportedthe

foundingofthisAceh-wideinternationalresearch

trainingprogram.

Sinceitscommencementin2006ARTIhas

introducedarangeoftrainingprogramsthataimto

expandthequalityandaccessibilityoflocallyproduced

socialscienceresearch,andtoassistanewgeneration

ofAcehneseresearchersgaintheskillsnecessaryto

undertakehigh-qualityrelevantresearchintowhat

isasignificantlychangedsociety.ARTIhasbuiltupa

reputationintheacademicandNGOcommunityasa

centreforqualityresearchtrainingandinternational

standardmentoringforlocalscholarsandcivil

societyresearchersfromaroundAceh.Thefocushas

beenonestablishinganinternationalinstituteand

implementingcoursesthataimtostrengthenthe

capacityofindividualbeneficiariesaswellasthelocal

researchorganisationwhereARTIisbased.There

Thechallengesfacinghighereducationandresearch

developmentinAceharemany.However,thereareboth

thefinancialresourcesandpoliticalwilltoimprove

thestateofAcehneseuniversities,andtodeveloplocal

researchcapacity.7SecondonlytoPapua,Acehspends

morepercapitaoneducationthananyotherprovince

inIndonesia.8However,theavailabilityandallocation

ofsuchlargeresourcestotheeducationsectorisyet

tobereflectedinoutcomes,andhighereducation

enrolmentsremainlowinAceh.9Relianceonsending

studentsabroadforqualityeducationhasserious

consequencesforthedevelopmentofAceh’sdomestic

educationsystem.Asoneseniorwriteronhigher

educationstated,sendingnationalsabroadfortheir

degreesonly“postponestheexpensivetaskofbuilding

localinfrastructure”.10Theweakinstitutionalcontext

ofAceh’suniversitiesmeansnationalandinternational

involvementisessentialinordertodevelopuniversities

andotherknowledgeinstitutionsascentresforquality

research.Localinstitutionsneedtobestrengthenedand

providedopportunitiestocollaborateinternationally,

inorderthattheAcehnesecommunitydoesnotonly

havetolooktothecentreandabroadforquality

training,particularlyinsocialscienceresearch.

ARTIteamleaderDrLauraMeitznerYoderwithAustralianPM,KevinRuddinBandaAceh.

9

facilitatednewresearchnetworksbothnationally

andinternationally,andcreatedopportunitiesfor

publishingandcommunicatinglocalresearchina

rangeofpublicfora.

hasbeenacleartransferofnewskillsandknowledge

toabodyofresearchersfromacrossAceh,manyof

whomreturntotheirhomeinstitutions,andshare

theirknowledgewithpeersandstudents.ARTIhas

2.WorldBank.2007.Indonesia: Country Summary of Higher Education.

3.McCarthy,JohnandRustamIbrahim.26July2005.Enhancing high quality qualitative field research in Indonesia: A World Bank funded study of

how qualitative social science research capacity can be enhanced in Indonesia. Unpublishedreport.

4.TheclearestdemonstrationofthisrecognitionistheIndonesianGovernments’HigherEducationLong-TermStrategy2003–2010

withtheprimarygoalofimprovingthemanagementandqualityofhighereducationinstitutionsinIndonesia.Inarecentconcept

paperScottGuggenheimdiscussestheneedsandchallengesfacingIndonesia’shighereducationandresearchinstitutions.Guggenheim,

Scott.2009.Revitalising Indonesia’s Knowledge Sector.ConceptNote.

5.Maselli,DanielandJonAndriLys.2006.Improving Impacts of Research Partnerships.SwissCommissionforResearchPartnershipswith

DevelopingCountries,KPFE.

6.Welch,A.R.2007.BlurredVisions?PublicandPrivateHigherEducationinIndonesia.Higher Education in Indonesia 54:665–687.

7.ThelocalgovernmenthasdemonstrateditscommitmenttoimprovingAcehnesestudents’educationthroughofferingaseriesof

scholarshipstostudyatuniversitiesinotherareasofIndonesiaandabroad.TheGovernor’sofficeindicatedthatin2009,theprovincial

governmentwouldbeallocating150billionRupiahtohighereducationscholarshipsforAcehnesestudentstostudyoutsideofAceh.

8.WorldBank.2006.Aceh Public Expenditure Analysis.

9.WorldBank.2008.Aceh Public Expenditure Analysis Update.

10.Marginson,Simon.2006.DynamicsofNationalandGlobalCompetitioninHigherEducation.Higher Education 52:1–39.

11.UniversityofMelbourne,MonashUniversity,UniversityofNewSouthWales,AustralianNationalUniversity,LatrobeUniversity,

UniversityTechnologySydney,VictoriaUniversity,andUniversityofSydney.

12.AcademicleadershipfromSyiahKualaUniversity(Unsyiah),theStateInstituteofIslamicStudies-ArRaniry(IAINAr-Raniry),

UniversitasMuhammadiyah(Unmuha),andUniversitasMalikussaleh(Unimal,inLhokseumawe)wasinstrumentalinformingand

shapingtheARTIprogram,andweresubsequentlyjoinedbyUniversitasTeukuUmar(Meulaboh).

[Fromleft]AdlinSila,ProfSyafiiMufidandDrArskalSalimtaughttheLevel2LawandReligioncourse.

10

awarenessonhowtheoryandexistingresearchshould

informnewresearchprojects.Manyoftheseissuesare

foundthroughoutIndonesia,buttheconflict-related

disruptionsintheeducationalsystemcontributedto

pooracademicperformanceinthepastgeneration,

andtheselimitationsarenoteasilyovercome.

Aceh’scircumstancesasapost-conflictarea

recoveringfromanaturaldisastermeantthat

theARTIprogramwasparticularlytimelyand

well-receivedbylocalacademicleadershipand

participants.Thereisawidely acknowledged need to

improve skills of local professionalsaftersomany

liveswerelostinthetsunami.Themassiveprocess

ofrebuildingtheprovincepost-tsunamicalledfora

widerangeofsocialresearchskills,whichatthetime

ofthetsunamiwerebarelypresentintheexisting

universitycurriculainAceh.Sincesocialresearch

hadbeenespeciallyscarceduringthethreedecades

ofconflict,fewlocalresearcherswereexperienced

enoughtoconductthedepthandbreadthofresearch

thatcouldinformlocalpolicyinatimeofgreat

politicaltransition,economicrecovery,andsocial

transformation.TheARTI program explicitly aims

Conductingsocialresearchtraininginaconflict

andnaturaldisasterrecoveryzonebringsparticular

challenges.ThesuccessoftheARTIprogramresulted

fromincorporatingathoroughknowledgeofthe

localcontextintotheprogramdesign,fromthe

outsetandthroughouttheactivities’progression.

MultipleiterationsofprogramdesignwithAcehnese

stakeholderscapturedtheperspectivesandpriorities

oflocalhostuniversityleadership,Acehnesepartner

organizations,andacademicexpertsonAceh.Key

internationalfiguresinARTI’sformationandleader-

shipdrewonseveraldecadesofpersonalinvolvement

withAcehneseissues.

Opportunities to Build Local Research SkillsThreedecadesofconflicttooktheirtollontheAcehnese

highereducationsystem.Manycommon academic

problems present nationwide were even more severe

in Aceh:verylimitedaccesstoreferencematerials;

weakwritingskillsthatoftendidnotreflectthequality

ofresearchpresentedorally;poororganizationand

argumentstructuringinacademicwriting;andlackof

Research Training in a Conflict and Natural Disaster Recovery Zone

DevastationfollowingthetsunamiinMeulaboh,WestAceh.

11

Significantly,ARTIcourseparticipantsarebeing

trainedasindependentresearchersintheirownright–

nottofulfiltheall-too-commonroleaslocalassistants

toanexpatriate-directedresearchproject.Suchprojects

oftenemploylocalresearchersasfieldassistantsindata

gatheringonly–notinresearchdesignordataanalysis.

ARTIparticipantsaretrainedspecificallytoconduct

thestagesofresearchthatareoftenthedomainofthe

non-localcomponentsofsuchoutside-directedcontract

research:problemidentification,refiningresearch

questions,selectingmethodsappropriatetoanswer

thosequestions,and(intheadvancedARTIcourses)

intensivementoringonanalysisandwriting.

Contextual Constraints and Considerations

1. LogisticsRunningaprogramofthistypeinarecovery

zoneimposedthechallengesofinfrastructural

inadequacy to be expected in the wake of a major

disaster.Sporadicelectricity,erraticinternetaccess,

anddifficultiesinsecuringnecessaryofficeand

technicalmaterialspersistedthroughouttheARTI

project.Whiletheselimitationswereovercometo

somedegreebyhavinganautonomouspowersource

andworkingthroughfundingagenciestosecure

necessarysupplies,aprojectembeddedwithinthe

broaderinstitutionalframeworkofastateuniversity

alsonecessarilyexperiencessomeofthesamechronic

challengesfacedbythehostinstitution.Inparticular,

to equip local researchers and practitioners to

conduct studies that inform policy-making in Aceh

onawidevarietyofsubjects.Contextualrelevance

ofproposedARTIprojectswasakeycriterion

forselectingstudents,andtheywererequiredto

demonstratehowtheyinvolvedpolicy-makersand/or

researchusersintheirresearchdesign.

Localprofessionalsalsorecognizedtheneedto

increasetheirskillsinunderstandingsocialproblems

inadramatically different context,whereissuesof

widespreadtrauma,migration,andeconomicchange

impactedeveryareaoflife.ARTIcourseparticipants

hadalsosufferedthedevastatingeffectsoftheconflict

andtsunami.

Thecoursesprovidedopportunitiestoacknowledge

thatreality,andallowedthemtointegratetheir

experiencesintotheiracademicwork.Studentswere

abletotalkaboutandtocriticallyanalysesubjectsthat

hadbeentoosensitive,orevendangerous,todiscuss

publiclyuntilthepeaceaccordwassignedinAugust

2005.Holdingresearchtrainingcoursesinthiscontext

requiredpractical, detailed emphasis on research

ethics concerning working with traumatized

informants and politically sensitive subjects.InLevel

1courses,manystudentsevaluatedtheresearchethics

componentasbeingtheareainwhichtheirknowledge

increasedmostthroughoutthecourse.

ARTI’sfocus on building capacity of local

researchersensuredthatthemethodologicalskills

andanalyticalcapacitieswillremainintheprovince

andbenefittheregionforthegenerationtocome.

ProfDarniDaud,RectorofSyiahKualaUniversity. ProfBahreinSugihen,DirectorofPLPISB2004–08.

12

datafromparticipants’ownfieldwork,inaresearch

contextwhereuncriticalcitationofpublishedstatistics

wasthenorm.Participants’experienceofconflict

hadcontributedtotheirtendencytorelyheavilyon

informalcommunicationmechanisms,including

rumoursandplacingstrongertrustincharismatic

speakersthaninpublishedmaterial.

Inresponse,theARTIresearchcoursesexplicitly

addresseddifferentattributionsofauthorityandsources

ofknowledge.Systematicdata-gatheringandrigorous

analyseswereheldupagainsttreatingrumoursasfact,

andparticipantslearnedtodifferentiatesourcesoftheir

beliefsonagiventopic.

3. Reconstruction activities and time constraintsInthepost-tsunamireconstructionphase,local

researchersfacedspecificconstraintsintheir

fieldwork.Acehnese people were busy:villagerswere

rehabilitatingtheirinfrastructureandlivelihoods;

localofficialsweremanagingsimultaneousassistance

programs;politicalfiguresandacademicswerefully

occupiedinmultipleorganizationsrelatedtothe

reconstructionprocess;andthefloodofoutsideinterest

andinputintoAcehentailedmuchinternalandexternal

travelforAcehneseleaders.Arranginginterviewsand

otherresearchactivitiestooklongerthanitwouldina

morestablecontext.ManyAcehnesequicklydeveloped

questionnairefatiguefromtherepeatedeffortsofaid

internetaccessoncampuswaspersistentlyinadequate

forthescaleofinformationaccessthatamodern

researchinstituteneeds.

TheprogramlinkedtoanAusAIDconstruction

componenttorehabilitatetheexistingPLPISB

buildingandtobuildanannextoaccommodatethe

ARTIstaffofficesandcourses.Whilestartingthe

programamidstabuildingprojectdivertedenergy

fromotheractivities,ARTIwasabletobeinvolvedin

planningfacilitiesandfurnituretooptimizeflexible

useofspaceandpeerlearning.Procurementpolicies

allowedARTItoobtainsomeenvironmentallyfriendly

furniture,madefromrecycledtsunamiwood.

2. Availability and use of publicationsLocalcontextalsoshapedhowARTIparticipants

viewedtheresearchprocess.Manyparticipantswere

awarethatthepublishedbackgrounddata(e.g.,

regionalpopulationandproductionstatistics)related

totheirresearchwereunavailableorofpoorquality,

becauseofthedatacollectionconstraintsduetothe

conflictandnaturaldisaster.Theintroductory-level

ARTIcoursesdiscussedthefactorsthatreduced

reliabilityofexistingpublisheddata,andparticipants

learnedhowtostrengthentheirargumentsby

analyticallyaddressing,ratherthanignoring,variations

inpublishedstatisticsfrommultiplesources.Building

onthefieldwork-centricprogramofthePLPISB,

allARTIcoursesemphasisedtheprimacyofusing

ThenewlyconstructedARTIannextotheAcehSocio-culturalResearchTrainingCentre,PLPISB.

13

program.WhileLevel1courseswereinitiallyplanned

tomeetfortenhalfdaysoveratwo-weekperiod,

participantsoverwhelminglypreferredfivedaysof

full-dayseminars,sincethatfittedthemoreaccepted

modelforabsencefromtheworkplace.Sincesomany

ARTIparticipantswerestudyingand/orlecturingat

localuniversities,alltheintensivetwo-week,full-day

Level2courseshadtobeheldduringthelongschool

breakssoparticipantswouldbefreetoattendwithout

interruption.WhiletheLevel3programinitially

requiredsixmonthsoffull-timeattentiontothe

individualresearchproject,inpracticefewparticipants

wereabletocompletelyforegootherprofessional

responsibilitiesforthatperiod.Formanyresearchers,

thisreducedtheamountoftimetheyspentinthefield,

andcompletionoftheirprojectstooklongerthanthe

anticipatedtimeframe.

4. Family concerns, mobility, and cross-regional linkagesTheARTIprogramquicklyrespondedtorequests

frompotentialparticipantsbyholdingLevel1courses

outsideofBandaAceh.Oneparticipantinanearly

coursetravelledtwelvehoursonewayfromMeulaboh

insouthwestAcehtoattend,anddescribedherstruggle

tobalanceherstronginteresttoattendtheARTI

trainingwithherreluctancetoleaveherfamilyfora

weekinemergencyhousingconditions.Aclusterof

universitiesandIslamicinstitutesinAceh’snortheast

agenciestoidentifypopulationmovementandneeds.

Thisledmanyprofessionalsinvolvedinongoingdata

gatheringtoseekARTItraining,whichwaswidely

knowntofeaturealternativestoquestionnairesamong

theresearchtoolstaught.

Conductingresearchtraininginarecoveryzone

providedmanyopportunitiesforusefulinputinto

thereconstructionprocess.However,thiscontextalso

meantthattheremaininglocalleadershipofpartner

institutionswasbalancingmanymajorissuesatthe

sametime,fromrebuildingdamagedfacilitiesto

replacingloststaffandoverseeingtheresearchprojects

relatedtoreconstruction.Universityadministrators,

whilestronglysupportive,wereoccupiedonmultiple

fronts;thisforcedagreaterautonomyoftheARTI

programthantherewouldbeinlesspressing

circumstances.

Courseparticipantswerealsopulledinmany

directionswiththeirmultifacetedinvolvementin

therecoveryprocess.AcommonprofileforanARTI

participantincludeddutiesasauniversitylecturer,

consultingatalocalreliefNGO,occasionaladvisorto

theregionalredevelopmentboard,andasagraduate

studentinalocaloraninternationalprogram.

Themultiple demands on participants’ time

impacted course scheduling and their ability to

fully concentrate on their own research;manyof

thebesttraineesweresimplytoobusytoparticipate

inthetime-intensive,upperlevelsoftheARTI

CourseconductedinLhokseumawewithDrDavidReeve[front]andProfHaroldCrouch[rearleft].

14

remote regionsoftheprovince.Drawingstudents

fromoutsideBandaAcehintotheupperlevelsofthe

ARTIprogramfosterednew,cross-regionalprofessional

linkagesamongresearchers.

5. Social normsAceh’sconservativeIslamicsocialcontextalso

influencedmanyaspectsoftheARTIprogram.

Trainingdayswerescheduledandlocatedtoallow

forappropriatebreaksforprayer,andcourseswere

scheduledaroundtheIslamiccalendar.Becauseof

thedistinctivegenderrolesinAcehnesesociety,from

theoutsetARTIwasdeliberateaboutproviding

bothfemaleandmalerolemodelsastrainersand

researchadvisors,andseekinggenderbalanceamong

participantsineachcourse.13Usingvariedinductive

andinteractiveteachingstyles,smallgroupwork,

andlimited-timepresentationsbyeachcourse

participantcounteractedalocaltendencytowardmale

verbaldominanceintheclassroom.ARTIbrought

manyoutsideresearchersandtrainerstoAceh,and

servedasameetingpointbetweenlocalandextra-

localprofessionals.Theprograminvolvedmany

lecturersandmentorswithextensiveexpertisein

Islamicsocieties,andARTIhelpedvisitorswithout

thisbackgroundtounderstand,toappreciate,andto

operateprofessionallywithintherequirementsofthe

localsocialcontext.

region,morethanfivehours’drivefromBandaAceh,

independentlycompiledapplicationsfrommorethan

140prospectiveparticipantsandsubmittedthemto

ARTIwitharequesttoholdcoursesinthenortheast

region,whichhadbeenseverelyaffectedbytheAceh

conflict.ARTIrepeatedlyreceivedformalrequestsfrom

researchinstitutesthroughoutAcehtoprovideon-site

trainingaswell.Subsequently,nineofthetwenty-two

(41%)Level1ARTIcoursesandresearcherclusterswere

hostedbyacademicpartnersintheregionsofAceh:

Aceh’stsunami-devastatedsouthwest(Meulaboh,

2courses);

theethno-linguisticallydistinctcentralhighlands

(Takengon,2courses);

theconflict-devastatednortheast(Bireuen,2courses;

andLhokseumawe,3courses).

Holdingcoursesclosetoparticipants’home

institutionsenabledpeopletoattendwithminimal

disruption to their family life.Thiswasespecially

importanttopermitfullparticipationofwomenwho

couldnotleavetheirfamiliesforextendedperiods.

Mostparentswantedtoremainclosetotheirchildren

toaddressthetraumaofseparationandlossthatmany

feltafterthetsunami.Thisresponsive regionalisation

oftheARTIcoursesgreatly enriched the program

by drawing together more diverse participantsfor

theupperlevelcoursestolearnwitheachother,while

expandingthescopeoftraining offered in the more

13.InLevel1courses,51%ofthecourseparticipantswerefemale.Genderbalanceinsubsequentcoursesisdiscussedbelow.Numbers

offemaleandmalevisitinglecturersandmentorswerenearlyequalthroughouttheprogram.

Apesantrenstudygroup. LogisticsofficeranddriverPakSudirman.

15

schedulesandregionallocationswereadjustedto

bestmeettheprogram’sgoals,andtotakeadvantage

ofnewopportunities.Outsidelecturersinfusedthe

programwithinnovativepedagogicalmethodsand

currenttheoryinmultiplefields.Eachlevelbecame

increasingly specialised,withmoreindividual

mentoringonaspecificresearchproposalandproject.

Participanteagernessandcommitmenttoattend

courseswassogreatthatARTIexceededoriginal

expectationsofparticipantnumbersateachlevelof

training.

Participants’ BackgroundsOverthethree-yearperiod,ARTItrained420

participantsattheintroductorylevel.TheARTI

seminarparticipantslargelyconsistedofyoungand

intermediate-levelprofessionalsfromtheacademic

sphere,NGOs,andthecivilservice,whocamewith

widely varying background knowledge about the

ThegoaloftheARTIcoursesisto equip local

professionals in the entire process of social research

ontheAcehnesecontext.Thestepsinclude:

identifyinganddefiningcontextuallyrelevant

researchproblems

structuringresearchdesign

selectingdatacollectionmethodsandrefiningtools

conductingfieldwork

analysingdata

writingpublishableresultsoftheresearch,and

communicatingtheoutcometoresearchusersand

policymakers.

ARTIofferedathree-tiered, progressively selective

training programconductedbyinternationaland

Indonesianacademicswithprovenexpertiseinthe

relevantfield.Virtuallyallresearchtrainingactivities

wereconductedintheIndonesianlanguage.The

overallprogramhadatailored,flexibledesign,and

didnotfollowarigidblueprint;forexample,course

Many Ways of Knowing: Social Research Training Courses and Building Research Culture

Localprofessionalsfromdifferentdisciplinesandsectorslearnfromeachother’sbackgroundsintheARTIprogram.

16

(5womenand14men)werecompletingadoctorate–a

raredegreeevenamonguniversitylecturersinAceh.

Throughachievingagenderbalance–bothintrainees

andlecturers–andactivelymentoringwomenintheir

academicgrowth,ARTIsupported female participants

whowerecontinuingwiththeirstudies.Severalfemale

researchersspecificallysoughtinvolvementintheARTI

programtogainresearchskillsofuseintheirdoctoral

study.

AlthoughARTIfocusedontraininginsocial

research,theprogramdrewcourseparticipantsfroma

diverse range of disciplines.Manyfoundthemselves

conductingsocialresearchforthefirsttimebynecessity

inthepost-tsunamireconstructioncontext,although

nature and practice of research.ARTIfacilitated

communicationamongthesesectorsastheywereall

involvedineitherconductingorusingsocialresearch

and,therefore,hadastakeinimprovingthequalityof

researchinAceh.ARTIthusprovidedopportunities

forcontactacrossprofessions,linking NGO activists

and civil servants into ‘academic networks’. Selection

requirementsforARTIcoursesincludedacompleted

undergraduatedegree(ortenyearsofrelevantwork

experienceusingresearch),activeaffiliationwithalocal

organizationorgovernmentdepartment,potentialto

useresearchskillsintheirwork,andlong-termresidency

inAceh.Nearlyallheldatleastanundergraduatedegree;

nearlyhalfhadorwerepursuingaMasters;andafew

Course No.of %offemale level subjeCt leNgth partiCipaNts partiCipaNts

1 Introductionto 5–10days 420 51% SocialResearchMethods (30–35hours)

2 Discipline-specific 2weeks 118 45% ResearchMethods (fulldays)

3 FieldResearch, 6months 37 46% AcademicMentoring, andPublishing

Workingtogetherinpairs.

17

assignments,groupwork,andpresentationstoprovide

opportunitiestoimmediatelypractice and applynew

learning,suchasdata-gatheringskillsapplicablein

avarietyofdisciplines.Thisdistinctiveattributeof

theprogramfeaturedprominentlyinparticipants’

long-termevaluationofhowtheprogramhad

changedtheirownprofessionalactivities.Participants

frequentlynotedhowARTIcoursesdifferedfrom

thestrictlydidacticclassroomtechniquecommonin

Indonesianclassrooms.ARTIinstructorsmodelledthe

open-ended,inductivequestioningintheirteaching

thatstudentscoulduseintheirfieldwork.Foreign

instructorsoftenworkedwithnewlocallecturersin

co-teachingteamsandhelpedthemtoapplythese

methodsintheirteaching.

Elicitivetrainingemphasisesdrawingoutand

drawinguponthelearners’priorexperience,closely

linkingthematerialtotheirinterests,andusing

examples from familiar contexts.Thespecific

researchinterestsoftheparticipantsineachcourse

largelyprovidedthecontentofthecourses.While

The interactive way of teaching at ARTI is very unique,

and I had not experienced this style before....in the past

when I taught my students I always just stood before

them and lectured. Now, after my experience with ARTI,

I ask my students questions and make them interact

during class... – Anonymous (Level 2)

I am writing a book of current research methods

guidelines for my students, based on the new and latest

information I learned through ARTI training and

course materials. I also applied qualitative research

methods for the first time when I wrote an action

research proposal for a national grant competition

for Islamic Institutes. I am also using new classroom

techniques which I experienced in the ARTI training, to

make my students more active in the classroom.– Male lecturer in Education, Central Aceh (Level 1)

My university lecturers still use the same boring

methods. But I am a member of a university youth

group and I am using the techniques I learned in my

ARTI course with the other members and they love it.

They tell me how much more interesting the training

sessions are now. I give them materials to read ahead

of time so they can prepare, I ask lots of questions and

let them talk more than I talk, I break people up into

groups for discussion and tasks. I wish my lecturers

would learn some of these methods.

– Female master’s degree candidate, Unsyiah (Level 1)

theirprofessionaltraininghadnotgiventhemthe

skillstheyneededtoconfidentlyconducttheirnew

tasks.Forexample,oneveterinarianparticipantwas

assistingwithavillagelivestockrecoveryprogramthat

involvedextensiveinterviewinganddetailedrecording

ofparticipantresponses–notskillstaughtinvetschool.

Businessprofessionalsnewlyengagedinvillage-level

microenterpriseprogramsneededtolearnhowtoassess

economiclevelsamongtsunamisurvivorsintheir

regions.

Nearlyallofthosewhohadtakenaresearch

methodscourse,whetherinphysicalorsocialsciences,

broughttothecoursearudimentaryunderstandingof

quantitativeresearchmethods,buttheyhadvirtually

noexposuretosystematicanalysisusingqualitative

methods.Eachcourseattractedaheterogeneous

participantmixinacademicbackground,age,and

experience.Interdisciplinary coursesbuiltnew

professionallinkagesamongvarioussectorsin

Acehnesesociety,andfosterednewunderstanding

thatdifferentdisciplinesbringmultipleapproachesto

studyingsocialproblems.

Pedagogical Approach and Course DesignHighly interactive, elicitivepedagogicalstyle

characterizedtheARTIcourses,becauseitiseffective

foradultlearners,especiallyinacourseinvolving

peoplefromavarietyofprofessionalbackgrounds.

Instructorsmadeclassroomtimemoreinteractive

thanlecture-based,andusedamplefieldwork,

DrSurayaAffif,UniversityofIndonesia.

18

knowledgeofusetothegroupandencouragingmultiple

interpretationsofanevent.Earlyintheprogram,itwas

apparentthatmoststudentshaddifficultycompleting

orcomprehendingtheassignedreadingsontheirown,

soinstructorscombinedanelicitiveapproachwith

small group workof2–3participantstodrawoutkey

pointsinthereadings.Forexample,inamoduleonwhat

constitutesscientificknowledgeanddifferentiatesthis

knowledgefromothertypesofknowledge,participant

smallgroupsfirstlistedseveraloftheirowncriteriafor

scientificknowledge;thentheinstructordistributeda

short(2–4pages)readingonthistopicforparticipants

toreadinclassandtodiscussintheirsmallgroups;and

theneachgroupreportedanysurprises,disagreements,or

remarkabledifferencesbetweentheirownviewsandthat

oftheauthor.

Theseactivitiesbuiltanacceptanceofexperiential

perspectivesintothecourse–the“rightanswer”wasnot

limitedtothatwritteninthetextbook–alongwithskill-

buildingincritical, analytical thinking.Throughsmall

groupwork,courseparticipantsalsocametoknoweach

otherwellasanacademic community,andtoappreciate

therewasacentralcoreoftopicstobecoveredateach

level,eachcoursewasindividuallytailoredaround

theexamples,questions,andexperiencesofthe

participants.TheLevel1courseshadsomeelective

modules,andtheclasswoulddecidewhichtopicsto

includeintheircourseastimeallowed.

Presentationsbycourseparticipantswerethe

hallmarkoftheARTIprogram,buildingonthelong

historyofthismethodwithinthePLPIIS/PLPISB.

Ineachcourseandateverylevel,all participants

presented a fieldwork-based research ideainvarious

stagesofdevelopment,toprovidereal-worldexamples

usedthroughoutthecourseofhowaresearcher

successivelyrefinestheresearchquestions,selects

methods,anddesignstheresearchprocess.Other

courseparticipantsdiscussedandgaveinputonthe

researchplans,andthroughthisprocessgainedskill

andconfidenceingiving,receiving,andfiltering

adviceonresearch.

Peer learningandregularuseofsmalldiscussion

groupsintheclassroomprovedveryeffective,

reinforcingthatallcourseparticipantshavevaluable

Participantsindiscussionduringcoursesession.

19

thevariedperspectivesinaninterdisciplinarycourse.

ThroughouttheLevel1coursesandduringsome

unitsoftheupperlevelcourses,participantsalso

hadshort assignmentstopracticeacertainresearch

skill,andthentoreporttheirexperiencestotheclass.

Theseassignmentsoftenprecededthemoduleonthat

subject,sothatkeypointsregardingthetopicathand

couldbediscussedwithreferencetoacommonstory

broughtbyoneofthecourse’sownparticipants.A

homeworkassignmenttoobserveandtotakedetailed

notesofsomesceneoftheparticipants’ownchoosing

forfifteenminutesmightprecedethemoduleson

ARTIusedlocal,case-basedexamplesandinductive,

elicitivemethodstohelpstudentsrelatetheirlearning

totheirownexperiences.Lecturersmodeledthis

approachthroughthetraining.Forexample,in

openingtheLevel1course,aforeigninstructormight

beginwiththisstory:“IhaveheardthatinAceh,visitors

toahomewherethereisanewbornbabyshouldwait

outsideforsometimebeforeenteringthehouse.Can

youtellmemoreaboutthis?”Inresponse,participants

wouldexplainwhythisisdone(toprotecttheinfant

fromharmfulspiritsthatmightaccompanyatravelling

person),whathappensifvisitorsdonotobservethe

practice(theinfantwillcryand/orfallill),whoneedsto

followthisandhowlongtheyneedtowaitoutside,and

differencesintherisksassociatedwithcertaintimesof

day(especiallyhighattheIslamicprayertimearound

sunset).Sometimesstudentsengagedinlivelydebate

overwhetherthiswasanapprovedIslamicpractice

ornot;othertimes,studentsfromadistinctethnic

groupinAceh’scentralhighlandsnotedthattheyhad

neverheardofthisapparentlynearlyuniversalpractice

observationandwritingorganizedfieldnotes;then

participantscouldswaptheirnoteswithothersfor

feedback,ordiscussinsightsoremergentquestions

fromtheirexperience.Studentswouldconductshort

interviews;draftandpilotshortquestionnaires;list

ethicalconsiderationsregardingaplannedresearch

topic;anddevelopmultiplesamplingstrategiesfortheir

proposedtopics.Thesehomeworkassignmentsprovided

dailyexamplesthatweredifferentwitheachcourse,but

allowedforrelevantcommonreferencepointstobeused

duringeachmodule.

amongurbanandruralpeopleinlowlandAceh.

Thentheinstructorwouldguidecourseparticipants

tolistawidevarietyofpotential research questions

thatcouldemergefromthissinglepractice,indisciplines

includinghistory,religion,geographyorethnic

studies,medicine,andsocio-culturalanthropology.

Whatspecific types of datawouldthestudentsneed

toaddresseachofthoseresearchquestions?Thenthe

instructorcouldaskthestudentshowtheywouldgo

aboutcollecting dataonthiswaiting-outside-before-

enteringpractice,to elicit the full range of quantitative

and qualitative field research tools:experimentation,

observation,interviews,questionnaires,etc.This

elicitivetechniqueengagedstudentsmorefullythana

preparedlectureonvariousmeansofdatacollection,

andbroadenedtheirunderstandingofhowdifferent

disciplinesmightapproachresearchonaparticular

topic.Usinglocalexamplesencouragedthemtodevelop

contextuallygroundedresearchquestions,countering

thetendencytowardabstractedformulationofsocial

researchproblems.

WorkingoutsidetheARTIbuilding.

Using Elicitive Methods with Local Examples

20

Observation

Interviewingandfocusgroupdiscussion

Survey/questionnairewritingandevaluation

Participatoryruralappraisaltools

Useofstatisticsandhandlingconflictingstatistics

Quantitativeandqualitativeapproachestosampling

Datamanagementandprocessing(coding,software)

Self-introductionandresearcherstance-identity

Socialfieldresearchethics(forhumansubjectsand

ingeneral)

Thesetopicswerethenrevisitedandappliedin

apracticalwayaseach participant presentedhis

orherowndraftresearchoutline,usuallyfillingthe

afternoonsofthefourfinaldaysofthecourse.Eachhad

6–8minutesoforalpresentationwithanaccompanying

writtenpageortwo,followedbyahighlyinteractive

processofworkshoppingtheresearchideastarting

fromthematerialpresented.

Theindividualpresentationsonproposedresearch

allowedparticipantstoapplythecoremoduletopics

toawidevarietyofresearchsubjectsofcurrentsocial

Theseinterdisciplinary, one-two week intensive

coursesintroducelargenumbersoflocalprofessionals

tothebasicconceptsofsocialscienceresearch.They

focussedonformulatingandrefiningrelevant,

researchablequestions,andgivinganoverviewof

researchdesign.Whilethespecifictopicscovered

inagivencourseweretailoredtotheinterestsand

backgroundsofthecourseparticipants,thefollowing

core modulesoccupiedhalftotwothirdsofthe

trainingtime(usuallyalldayontheopeningday,and

morningsthereafter):

Principlesofscientificresearchandepistemology,

especiallysocialscienceinquiry

Usingtheory,literature,andfieldworktoidentify

researchquestions

Definingandfocusingaresearchquestion

Quantitative/qualitativeapproachesandmixed

methods

Literaturereviewstructureandcontent

Selectingdata-gatheringandrecording/note-taking

techniques

Level One: An Introduction to Research Methods

CourseparticipantsinafieldworkmethodstrainingconductedincollaborationwiththeAusAIDACARPresearchproject,ledby

DrSurayaAffif[seated3rdfromleft]andDrCraigThorburn[standingincentre].

21

relevanceinAceh.Participantshadtoconsiderwhether

aqualitativeorquantitativeapproach,orwhattypeof

combination,wouldbestansweraparticularresearch

question.Regardingresearchethics,theygaveinputon

whatspecialconsiderationstheresearcherwouldneed

totakeifconductingagivenstudyinaconflict-affected

regionorinworkingwithtsunamisurvivors.Level1

coursesusedmaterialfromovertwentyIndonesian

booksonsocialresearchtodevelopcoursehandouts,

withseveralrecentIndonesian-languagereferences

servingaskeytexts.14

FeedbackfromLevel1coursesindicatedthat

participantsgreatlyappreciatedtheopportunitytospend

somuchtimeonthefundamentalactivitiesofidentifying

researchproblemsandrefiningspecificresearchquestions.

Thesearecriticalskillsforindependentresearchers:

manyparticipantswhohadpreviouslydonefielddata

collectionforexternally-directedresearchwereskilled

ininterviewingoradministeringquestionnaires,but

theyhadlittleexperienceindecidingtheresearchtopics.

AparticipantthanksDrSurayaAffif[right]attheendofacourse.

Now I understand ways to combine qualitative

and statistical methodologies in a research program.

I learned a lot about better techniques for in-depth

interviews and qualitative analysis. In my NGO work,

I have helped the team understand which methods are

best suited in a proposed research design. Now I also

use new ways to increase student participation when

I teach in the classroom. – Female lecturer in

Education and staff member of women’s NGO,

Banda Aceh (Level 1)

I have already used new methods that I learned in the

ARTI course, when I submitted a research funding

proposal to my university this year.– Female lecturer

in Economic Development, Banda Aceh (Level 1)

I am very satisfied with the training, especially with

the new things I learned about ways to improve

responses from research informants.– Female

lecturer in Gender studies, central Aceh (Level 1)

22

interviews.Throughthediscussionsofeachothers’

proposalsandin-class“fishbowl”practicesessions,

courseparticipantsgainedsignificantskilland

confidenceinselectingthebestmethods,including

sequencingmixedmethodswhereappropriate.

Atotalofthirty-sixARTIstaff,visitingforeign

lecturers,establishedAcehneseandotherIndonesian

researchers,NGOstaffwithexpertiseinaparticular

area,andvisitinginternationalPh.D.candidates

coordinatedtheLevel1courses,whichwerealways

team taught.Twoweeksfollowingtheendofthe

course,participantssubmittedaresearchproposalfor

considerationtoadvancetothenextleveloftraining,

sostudents’writtenworkfromLevel1,togetherwith

theirperformanceduringclass,servedtohelpselect

candidatesforLevel2courses.

Evenparticipantswhoweremid-leveluniversitylecturers

saidtheyneededmorepracticeinthisarea,andsothe

participants’ownpresentationsremainedoneofthemost

valuedsectionsthroughouttheLevel1trainingcourses.

Asubsequentessentialskillthatparticipantssought

toimprovewasmatching appropriate data collection

methods to specific research questions.Becauseof

thegeneralizedlackoftraininginqualitativeresearch

methods(inIndonesiaingeneral,butespeciallyforAceh)

andtheprestigeassociatedwithquantitativeresearch,

manyresearchersassumedthatquestionnaireswere

thepreferredmethodforstudyingnearlyeverysocial

problem.TheLevel1coursesdiscussedthemeritsand

shortcomingsofarangeofdatacollectionpractices;

participantsdebatedthemeritsofusingearlyinterviews

torefinequestionnaires,orusingearlyquestionnaires

toidentifyimportanttopicsforsubsequentin-depth

ProfHaroldCrouch,ARTITeamLeader,leadingdiscussion.

14.Thefollowingbookshavebeenespeciallyuseful:Irawan,Prasetya.2006.Penelitian Kualitatif & Kuantitatif Untuk Ilmu-Ilmu Sosial.

Jakarta:UniversitasIndonesia;Moleong,LexyJ.2006.Metodologi Penelitian Kualitatif (Edisi Revisi).Bandung:PTRemajaRosdakarya;

Sugiyono.2005.Memahami Penelitian Kualitatif. Bandung:Alfabeta;andSulistyo-Basuki.2006.Metode Penelitian.Jakarta:Wedatama

WidyaSastra/UniversitasIndonesia.

23

participantstoimportantliteratureinthatdiscipline,

relevantcurrenttheoriesandmethodological

approaches,andempiricalcasestudies.Specificskills

builtthroughsmallgroupmentoringinLevel2

included:

Writing a literature review,withafocusonhow

todeveloparesearchbibliography,andhowtouse

existingliteratureincraftingaproposal;

Refining research questionsinthecontextof

currenttrendsinparticulardiscipline,makingsure

thattheresearchersareawareofrecenttheoretical

developmentsintheirdisciplinesandthattheir

researchquestionsareofcontemporaryinterest;and

Making a research plan and preparing a research

proposal,includingthepragmaticaspectsof

budgetingandtimeframes.

Afterasecondroundoforalandwrittendraft

proposalpresentationswithgroupfeedbackasinLevel

1,theLevel2instructorsmetwitheachparticipant

individually.Theydiscussedhowrecentliteraturecould

furtherinformtheresearchquestion,andgaveearly

feedbackonafull,writtendraftresearchproposal.

AquarterofLevel1participantsadvancedtoLevel

2basedonthequalityoftheirproposalsand

demonstratedcommitmenttoresearch.Level2courses

ranfull-time for two weeks, and fostered an in-depth

understanding of research methods and proposal

writing in a particular field of study.

ARTIheldsixLevel2courses:

GenderinSociety

LawandReligion

LivelihoodsandPoverty

Environment,Development,andInstitutions

PublicHealth,and

Politics,Peace,andConflict.

Thesethematicareaswereidentifiedasimportant

intheAcehcontextbyabroadconsultationof

Acehnesestakeholders,andalsoreflectedthecentral

topicsofparticipants’areasofinterest.International

andIndonesianscholarswithdisciplinaryexpertise

workedtogethertocoordinateeachcourse,withguest

contributionsfromarangeofotherinternationaland

localresearchers;atotalofthirty-fourlecturerswere

involvedinthesecourses.Level2coursesintroduced

Level Two: Discipline-specific Research Methods

SyariatIslamispracticedinAceh.

24

section,andtodevelopadetailed,realisticresearch

planandschedule.

Mostparticipantsfeltconstrainedtofittheir

proposalstoarigidproposalstructurewhichis

commonlyusedinIndonesianresearch,andadherence

tothisformalitylimitedtheirwillingnesstoexplore

novelresearchmethods.Theyoftenemphasised

thatintheirpreviousexperience,writtenresearch

productshadtoconformexactlytoacertainformatand

languagetobeacceptablewithinacademicsettings.

Tocounteractthisparalysingrigidity,someLevel2

instructorsaskedtheresearcherstowriteessaysthat

wouldclearlyhighlightthecentralresearchthemesand

theircontextualsignificance,withouttheconfinesof

theformalstructure.

WhileeachmultidisciplinaryLevel1coursehad

nearlyequalnumbersoffemaleandmaleparticipants,

genderbalancewithinthedisciplinarytrainingcourses

wasmoredifficulttomaintain.InAceh,particular

fieldsofstudysuchaslaw,Islamicstudies,andpolitics

aretraditionallydominatedbymen,asaretherelated

universityfacultiesandresearchcentres;hencethevast

majorityofcandidatesforthesecoursesweremale.

Incontrast,mostapplicantstotheGenderinSociety

coursewerewomen,andthereweremorewomenthan

menwhoqualifiedforthecoursesonlivelihoodsand

theenvironment.

Attheendofthetwo-weekcourse,participantshad

fourweekstoconsultwitheachotherandoveremail

withcourselecturerstoproducearevisedproposal.

Submissionsthatmetthelecturers’standardswere

sentouttoapeerreview/selectioncommitteefor

admissiontoLevel3.

Thispersonalised mentoringwascriticalin

improvingtheproposals,asmoststudentsinitially

usedonly“grandtheories”withtenuouslinkstotheir

researchtopics,andreferredtoliteraturethatwas

decadesoutofdate.

MostARTIcourseparticipantshadrudimentary

knowledgeoftheliteratureandproposal-writingskills.

AtLevel2,thegeneralisedlackofwritingskillsbecame

moreapparent;studentswhoarticulatelypresented

theirresearchquestionandmethodsorallystillhad

greatdifficultywithwrittentasks.Virtuallynoneof

theincomingresearchersunderstoodtheutilityofthe

literaturereviewinrefiningtheirresearchquestions

andmethodologies,sotheLevel2coursesincludedin-

classdemonstrationsofhowtosummarize,compare,

andevaluateexistingsourcesintheliteraturereview.

Researchproposalsgaveevidenceofmanyinstances

ofinadequatecitation.Theindividualmentoringalso

enabledstudentstoprepareaspecificmethodological

GenderbalanceinLevel2Courses

18

16

14

12

10

8

6

4

2

0geNDer

4

16

male

female

16

6

10

11

10

11

11

6

16

4

laW/religioN livelihooDs eNviroNmeNt health politiCs/peaCe/CoNfliCt

Aceh lags behind the rest of Indonesia. What we think

is a new issue is actually an old issue in the rest of

Indonesia.– Male lecturer at Al-Muslim University,

Lhokseumawe (Level 2)

The guest lecturers and lead lecturers gave very useful

materials to help us understand the processes involved

in conducting research– Anonymous (Level 2)

I have been taught how to write research proposals in

the past, but it wasn’t until this ARTI training that I

actually understood what is required and how to put

it all together... – Anonymous (Level 2)

25

andoneinternationalscholar.Themultiplementors

provideddifferentinputstoeachresearcher’sproject:

foreignmentorslentaninternationalperspective

ontherelationoftheprojecttogloballiteratureand

professionalwritingexpectationsforpublication;

nationalmentorsgroundedthetopicinanIndonesian

contextandprovidedlinkagestomajorresearch

universitiesandinstituteselsewhereinthecountry;

andlocalmentorswerethemostreadilyavailableto

consultonday-to-dayquestions,fieldworkproblems

andexistingliteraturefromlocalstudies.Several

researchersforgedradicallynewapproachestotheir

researchquestionsandtriednovelmethodologies

aftermeetingwithexternalmentors,affirming

thevalue of outside perspectives.Whilesome

researchersfounditdifficulttoreconciledifferent,

evenconflictingadvicefromtheirthreementors,this

providedanopportunityforthemtodeveloptheir

stanceasindependentresearchersandtopracticetheir

responsewhenmeetingmultiple,newtheoretical

positions.

FromtheLevel2researchproposalssubmitted,

thirty-eightLevelThreeparticipantsreceivedanARTI

research fellowship to develop, implement and write

up their research over a period of six months.The

selectionwasmadethroughaprocessofanonymous

academicpeerreviewbothwithinIndonesiaandwith

internationalacademics.ThissegmentoftheARTI

coursesmostresembledtheoriginalPLPIISfield

researchmentoringprogram.Itwascriticaltooverall

programsuccessthatARTIwaslocatedinarecognised

locationwherecommittedresearchersknewthat

physicalandhumanresourceswerealwayspresent

tosupporttheirresearchandwriting,alongwiththe

professional camaraderiebuiltthroughinteracting

withfellowresearchersandadvisorsinformaland

informalcontexts.

Thisfinalstageaimedtoconsolidatetheanalytical

andmethodologicalskillsintroducedinprevious

coursesthroughapplied field research with the

supervision of three academic mentors–onefrom

Aceh,onefromaninstitutionelsewhereinIndonesia,

Level Three: Field Research, Academic Mentoring, and Publishing

ProfKathyRobinsonwithARTIprogramofficerIbuMeilizar[centre]andparticipantsintheLevel2Healthcourse.

26

thisaspectoftheoriginalPLPIISprogramshouldbe

preservedandfurtherdeveloped.AstheearlyLevel

3traineescompletedtheirfieldworkandwriting,

thesesenior researchers met with incoming Level

3 groups to discuss their own field and writing

experiences,andlatercoursesusedearliertrainees’

ownfieldnotesanddraftpublicationstodemystify

the research processandtoprovide practical advice

onupcomingresearchplans.

Mostresearchersbenefitedgreatlyfrommonthly

meetings and ongoing, small-group training

sessionswithARTIstaffandvisitingmentors;this

repeatedlycamethroughinresearcherevaluationsof

whattheygainedthroughtheARTIprogram.These

focusedthemesincludedthefollowing:

preparingforthefield;

writingfieldnotes;

writingagoodabstract;

organisingandanalysingfielddata;

interviewtechniquesandethicalstandards;

academicwriting,plagiarism,andparaphrasing;

and

givingresearchpresentations.

Progressontheresearchwasmonitoredmonthly,

withresearchersprovidingdetailedworkplans,field

notes,anddraftsofarticlesectionstobeimproved

throughWritingWorkshops,aswellaspresenting

preliminaryfindingstoARTIpeers,localmentors,

andtheTeamLeader.Paymentofresearchers’funding

instalmentswascontingentonsatisfactorysubmission

ofthesebenchmarks.

Mentors Individual mentoringgavefellowsaunique

opportunitytolearnfromexpertsinthefield,

gainpracticalknowledge,andaccessresourcesand

professionalresearchnetworks.Morethanninety

scholars(seep.54)participatedasresearchmentorsfor

Level3researchers.Throughouttheresearchperiod,

participantsreceivedongoingguidanceandfeedback

frommentorsthroughemailconsultationsandface-

to-facemeetings;thebestresultswerefromresearchers

whoreceivedclose,constantmentoringfromtheir

supervisors.Acrosstheboard,researchersandmentors

agreedthatevenmoreintensivementoringwould

producebetterresultsinfieldworkandinwriting.ARTI

alsoofferedfellowstheopportunitytovisittheirnational

mentoratthementor’shomeinstitutionoutsideofAceh

forashortperiod,toconsult,topresentatanappropriate

nationalorinternationalconference,touselibrariesand

institutionalresearchcollections,andbuildlinkages

withotherresearchers.

Thehigh value of peer learning and regular

research discussion groupscontinuedtobeproven

duringtheLevel3course.MentorDrMichaelFeener

initiatedaresearchclusteramonghisLhokseumawe-

basedadviseesfromtheLawandReligioncourse,

andtheymetmonthlyoverthesix-monthperiod

todiscussprogressandfieldworklimitations,share

referencesofcommoninterest,andcritiqueeach

others’writing.WhilenotallLevel3researchershad

thebenefitofsuchanactiveresearchcluster,amajor

recommendationfromtheARTIexperienceisthat

AparticipantworkingwithDrAntonLucas,FlindersUniversity.

27

Responsestocourseevaluationsbylocal,national,

andinternationalmentorsdemonstratedsome

interestingcommonalities.Overallthementors’

feedbackreflectedpositivelyontheARTI

experience,andemphasizedthattheprogram

isbothuniqueandfillsanimportantgapinthe

developmentofAceh’seducationsystem.However,

therewerealsosomeimportantcommentson

trainees’capacities,areasofneed,andhowARTI

candevelopfutureprograms.

Email consultationsweretoolimiting,and

meetingtheirstudentinpersononlyonce

duringthe6-monthperiodwasnotenoughto

bringaboutsubstantialresearchmentoringin

allstagesoftheresearchproject.

Mostmentorswouldhavelikedtohaveamore

formalizedsystemofcommunicatingand

consulting with fellows’ other two mentors.

Mentorsoverwhelminglyidentifiedwriting

skillsasbeingthemostsignificantareaof

needforresearchfellows,andsuggestedthat

academicwritingbecomeamorecentralpartof

theARTIcoursesyllabus.

Whilesomeresponsesindicatedthatthree

mentorswastoomanyandpotentiallyconfused

thetrainees,othersfeltitwasnormalfor

studentstohavemorethanonesupervisor,and

thatnegotiating feedback and differences of

opinionwaspartofacademictraining.

Manymentorsweren’tsatisfiedwiththe

amount of time trainees spent on their

project,particularlythefieldworkcomponent,

orfelttheirstudentsdidnotinitiateenough

contactviaemailortelephone.Thisreflects

trainees’ownevaluationsoftheirprogress,

wheretimeconstraintsandexternalprofessional

commitmentswerecitedaschallengestotheir

ARTIproject.

Whenaskedwherementorsfelttheymadethe

most significant contributiontotheirtrainees’

project,responsesvariedgreatly.Somebelieved

theyhadassistedmainlyinproducingastrong

researchproposalwithapracticalandsystematic

researchplan,othersfelttheirstudentrequired

mosthelpcreatingquestionnairesand

interviewsforthefield,andmanyidentified

thewriting-upstageasthestepthatrequired

intensesupervision.

Mentors’ Feedback on the ARTI Research Fellows Program

Livelygroupdiscussionaroundsharingacommonfinding.

28

Peerdiscussiongroup.

IbuNurlailapresentingattheWomen’sSeminar.

29

TheultimategoaloftheLevel3trainingwas

forparticipantstocommunicate their researchin

publicforums,andsubmittheirresearchintheform

ofanarticletoanappropriateacademicjournal.The

participants’pervasivelackofprofessional writing

skillsandabilitytostructureapublishableresearch

paperrequiredsupervisorstocontributesignificant

mentoringonprofessionalwriting,asreportshad

toundergothorougheditingbeforebeingreadyfor

publication.Manyresearchersfounditextremely

difficulttoovercometherigid“researchreport”format

commonintheIndonesianacademy,inordertoprepare

amanuscriptsuitableforjournalsubmission,needing

guidanceincorrectuseofreferencesandavoiding

plagiarism.Mostneededintensive,iterativementoring

onwritingintroductions,structuringanddeveloping

anargument,maintainingparagraphfocus,and

usingpropergrammarandpunctuation.Inresponse,

theARTIprograminitiatedaseriesofWritingand

PresentationWorkshops(seebelow)fortheLevel3

researchers,sincemanyindividualmentorswerenot

abletocommitthetimeresourcesneededforthislevel

ofwritingattention.

Level3researcherswererequiredtocommit

significant time resourcestotheirprojects,which

inmostcasesmeanttheymustreduceorforegoother

professionalcommitmentsforthelengthofthe

course.Importantly,ARTIinsistedthattheresearchers

conducttheworkthemselves,ratherthanfollowing

thecommonpracticeofsendingone’sundergraduate

studentstothefieldtocollectdata.Thesecommitments

weredetailedinaresearchcontractwhichLevel3

Participantsresearchingpolitics,peaceandconflict.

participantssignedbeforebeginningthecourse.

Nevertheless,manyresearchersstillhadtoomany

familyandworkcommitmentstospendsubstantial

blocksoftimeintheirfieldsites,andtheirresearch

wasnotprogressingasplanned.Manyresearchers’

worklackeddepthbecausetheirphysicalpresence

intheirfieldworksiteswastooshortorsporadic

todeveloptherelationshipsandinsightsthatonly

followextendedfieldtime;futureprogramsshould

considermechanismstoincreaseandtomonitor

researchers’actualproductivetimespentinfieldsites.

TheARTIprogramhadjusttwoadministrativestaff,

whichprovedinsufficienttoadequatelymonitor

theresearchers’fieldwork,butresearchershadto

demonstrateprogressandshowfieldnotesinorderto

receivesubsequentresearchgrantpayments.

ARTIinvestedthemosttime,mentoringattention,

andfinancialresourcesintheLevel3program,andthis

producedsignificantoutcomesforthemostcapable

andcommittedresearcherfellows.Theydeveloped

intoacohesive group of scholarswhocanprovide

ongoingprofessionalsupportandnetworkingto

eachother.TheLevel3researchersfromboththe

GenderinSocietyandLawandReligioncourseshave

producedbookspresentingtheircompiledresearch,

editedbyARTIcourseparticipantsthemselvesand

theirresearchsupervisors.Otherachievementsofthis

grouparedetailedinthefollowingsection.TheLevel3

researchersandtheirtopicsarelistedinthetableonthe

followingtwopages.

WritiNgiNstruCtorsaNDWorkshopfoCus

Michele Ford Writingandpresentations

Suraya Affif WritingAnton Lucas

Julian Millie Readingandwriting discussiongroup

Greg Fealy WritingHarold Crouch

Arskal Salim Writingandpublishing

Adlin Sila ConferencepresentationskillsJesse GraymanRachael Schiller

Richard Chauvel Individualwritingmentoring

Silvia Vignato Writingandconference presentationskills

30

Name

Abidin Nurdin

Cut Ajaa Fauziah

Cut Dewi

Cut Sukmawati

Elidar Sari

Ella Suzanna

Elly Susanti

Elysa Wulandari

Faridah Hanum

Fitriana

Hamdani

Happy Saputra

Inayatillah

Irfan Zikri

Iskandar Ibrahim

Kamaruddin

Mahdi Abd Syihab

Mahmuddin

title

•UlamadanProsesLegislasi:MengkajiLegitimasiLembagaUlamaAceh

•PerempuandanMitosKehamilan:StudiKasusdiKecamatanMeureuboAcehBarat

•GudangatauBarangAntik?:SebuahStuditentangInterpretasiMasyarakatBerkaitandenganPelestarianHeritage

•PerempuandanPolitik:KetikaKeterwakilanPerempuantidakDiwakili

•LembagaUlamaDalamKonstitusiNegaraModern(KajianPerbandinganKonstitusiPerandanKedudukanLembagaUlamadiAceh,IrandanArabSaudi)

•PermasalahanIbuMenyusuiEksklusif(StudiKasusMeunasahMesjidKotaLhokseumawe)

•TanggapanPerempuanDesaKumbangTerhadapPembagianPeranGenderdalamKomunitasPetaniPadiSawah

•AspekgenderpadapolapengembanganrumahbantuanmasyarakatpesisirdiAcehBesarpascatsunami:kasuskawasanpemukimanKruengRaya

•PersepsiMasyarakatPenghuniRumahBantuantentangJambandiDalamRumah

•PartisipasidanKontribusiPerempuandalamEkonomiKeluargaPascaTsunamidiAcehBesar

•HukumanCambukdiKotaLhokseumawedanKabupatenAcehUtara)

•PeranZakatProduktifterhadapPemberdayaanEkonomiMasyarakat

•PerempuandalamJabatanPublik:StudiKasusIAINAr-RaniryBandaAceh

•WacanaKemiskinanMasyarakatGampongMeunasahManyang

•KebangkitanPraktekIslamMistik:SulukdiPesisir

UtaraAceh

•KonflikPemekaranPropinsidiAcehPascaMOUHelsinki(StudiAnalisiterhadapUsahaPembentukanPropinsiALA)

•PenegakanSyariat:EtnografiAksiRaziaSantriDayahinAcehUtara

•PolitikKaumBersarung:RelasiThalibandanHudadalamprosesperdamaiandiAceh

employer

•SyariahFaculty,IAINAr-Raniry

•FlowerAceh–Meulaboh

•ArchitectureFaculty,Unsyiah

•Social&PoliticalScience,Unimal

•LawFaculty,Unimal

•Psychology,Social&PoliticalScience,Unimal

•AgricultureFaculty,Unsyiah

•Engineering&ArchitectureFaculty,Unsyiah

•PublicHealthFaculty,Unmuha

•FlowerAceh;EducationFaculty,Unsyiah



•AdabFaculty,IAINAr-Raniry

•Socioeconomics,AgricultureFaculty,Unsyiah

•STAINMalikussaleh,IAINAr-Raniry

•DakwahFaculty,IAINAr-Raniry

•STAINMalikussaleh

•DakwahFaculty,IAINAr-Raniry

ARTI Level 3 Fellows and their Research Topics

continuesonnextpage

31

OfallARTItrainingcourses,theLevel3mentoring

programhasdrawnthestrongestpraisefromARTI

affiliates.Givingparticipantstheopportunityto

practicallyapplytheirmethodologicaltraininginthe

field,whilereceivingqualitysupervisionandfeedback,

isidealandisnotcommontoresearchtrainingin

Indonesiawherethefocusispredominantlyontheory

ordocumentanalysis.

There is no other program like this offered in Aceh....

researchers do not have the opportunity to get practical

training in field research...– Male lecturer at IAIN

Ar-Raniry and member of research staff at a

local research institute

In other research training programs in Aceh we are

also given supervision, but comments and feedback

are usually superficial...... we don’t get the personal,

individualised supervision that ARTI offers...

– Female Lecturer at Unsyiah and member of a

high-profile local women’s NGO

I have attended various research training programs

in Aceh over the past few years, but none provided

practical training... the focus is always on theories and

text books. ARTI is very different.... – Male lecturer

at IAIN Ar-Raniry and director of an IAIN

research centre

Since being involved in the ARTI program, I have

met and consulted with leading national and

international experts from my field. I never thought I

would have such an opportunity.– Female lecturer

at IAIN Ar-Raniry

When I was first accepted to ARTI I was so excited….

ARTI is an organization with Australian lecturers and

staff, and I hoped to learn new research methodologies

and see the difference between local and international

approaches to social science research ... I felt like ARTI

set up the Level 3 course clearly, gave us all the technical

resources we needed…I was just never sure what would

happen after ARTI closed, and how I would promote

my research results, or what to do with them ... The

skills which I developed most during the ARTI course

have been my ability to investigate and look at social

phenomena in a different way. This development is

due to the mentoring staff at ARTI, firstly Harold

Crouch and of course all my mentors. – Lecturer at

Universitas Syiah Kuala

title

•UlamaandtheLegislativeProcess:ExaminingtheLegitimacyofReligiousLeadersinAceh.

•WomenandtheMythsaboutPregnancy:ACaseStudyofMeureuboinWestAceh.

•Heritage:ConservationandInterpretationCaseStudyinChinatown,Peunayong,BandaAceh.

•WomenandPolitics:TheAbsenceofWomen’sRepresentation.

•TheRoleoftheUlamaCommitteewithinModernSovereignConstitutions(acomparativecasestudyoftheUlamaCommittees’rankandpositionwithinAcehnese,IranianandSaudiArabianConstitutions).

•WomenandtheDilemmaofExclusiveBreast-Feeding:ACaseStudyofMeunasahMesjidinLhokseumawe.

•TheViewofVillageWomenofKumbangTowardstheDivisionofLabourRolesinRiceFarmingCommunities.

•TheGenderAspectsintheDevelopmentofEmergencyHousingforCoastalCommunitiesinAcehBesarPost-Tsunami:ACaseStudyofResidentsinKruengRaya.

•CommunityPerceptionsofHouseholdSanitationinTsunamiReconstructionHousing.

•Women’sParticipationandContributiontoFamilyFinancesPost-TsunamiinAcehBesar.

•CaningLawsintheVerandahofMecca:ACaseStudyoftheEffectivenessofCaningasaPunishmentinLhokseumawe

andNorthAceh.

•Zakat’sInfluenceonCommunityEconomicDevelopment

•WomenasCivilServants:ACaseStudyofIAINAr-RaniryinBandaAceh.

•TheConceptofPovertyintheVillageCommunityofGampongMeunasahManyang.

•ArisingMysticalIslamicPractices:SulukinNorthAcehCoastalArea

•ConflictoverProvincialDivisioninCentralAcehaftertheHelsinkiPeaceAgreement

•PromotingSharia:AnEthnographyofRaidsofIslamicBoardingSchoolSantrisinNorthAceh.

•TheRelationshipofTalibanandHudainAceh’sPeaceProcess.

32

Name

Marzi Afriko

Monalisa

Muhammad Alkaf

M. Ridha

Muslim Zainuddin

Nanda Amalia

Nur Aidar

Nurchalis Sofyan

Safrina

Safuwan

Saifuddin Dhuhri

Sarah Firdausa

Sayuthi

Sehat Ihsan Shadiqin

Setio Budi Raharjo

Siti Rahmah

Suadi

Rizanna Rosenary

Yusra

title

•SyariatIslamdanRadikalismeMassa:MelacakSejakAwalKehadiranFPIdiAceh

•DinamikaPartaiLokaldiAcehDalamKaitannyadenganPerdamaianAceh

•PasangSurutGerakanSosial(StudiKasusReferendumAceh1998–1999)

•EfektiftasPengelolaanKreditPeumakmuNanggroedalamPemberdayaanUsahaMikrodiLhokseumawe

•PertimbanganhakimdalammemutuskanperkarakhalwatpadamahkamahsyariahAceh

•MemotretKesadaranGenderPenegakHukumdiAcehUtara

• KehidupanSosialDanEkonomiMasyarakatNelayandiDesaSarey,KecamatanLhoongKabupatenAcehBesar

•PengultusanTokohAgama:TeungkuTarmizidanPengajiannyadiIndrapuriAcehBesar

•ModalVenturaSebagaiAlternatifPembiayaanUsahaKecildanMenengah

•NonMuslimdanQanundiNAD:PengalamanWargaTionghoaDalamPenerapanSyariatIslam

•Peusijuek:SebuahTradisiRitualSosialMasyarakatAcehDalamPerspektifTraditionalisdanModernis

•KesehatanReproduksidalamPerspektifSantriwatiPesantrenModerndanTradisionaldiAceh

•ModelPenyelesaianSengketadalamMasalahKewarisandiAceh

•KenduriKematiandiKluetAcehSelatan:BermaknaanyangBeranekaRagam

•TetapSehatBersamaDiabetesMellitus:PeranKeluargadalamPengelolaanDM

•PengalamanAnakTerhadapTindakKekerasaandiWilayahKonflik(StudiKasuspadaSebuahPantiAsuhandiKabupatenAcehUtara)

•KawanJadiLawan:RelasiGAM-SIRAdalamPerpolitikandiAceh

•AntaraMotivasidanTantanganBerhentiMerokok(StudiKasusMahasiswadiBandaAceh)

•AnalisisEkonomiRumahTanggaPetanidalamUsahataniKonservasi(KasusdiKecamatanTimangGajah,KabupatenBenerMeriah)

employer

•WorldBank;IAINAr-Raniry

•AgricultureFaculty,Unsyiah

•AcehInstitute




•EconomicsFaculty,Unsyiah

•AdabFaculty,IAINAr-Raniry

•LawFaculty,Unsyiah


•STAINMalikussaleh

•MedicalFaculty,Unsyiah;Pesantrendoctor

•ModernFiqih,IAINAr-Raniry

•UshuluddinFaculty,IAINAr-Raniry

•NursingFaculty,POLTEKKES,BandaAceh

•WorldBank


•Communication,Social&PoliticalScience,Unsyiah

•AgricultureDepartment

ARTI Level 3 Fellows and their research topics continued

33

ARTI has played a significant role [in fulfilling

research goals], but not only because of the research

funds we were granted. ARTI provided assistance

through the monthly meetings with all the fellows

where we could discuss the difficulties we were facing,

through offering additional seminars and meetings,

and providing access to internet and library (though

I still feel access to academic journals in the library is

too limited) I feel that my mentors worked hard.

– Lecturer at Universitas Syiah Kuala

I feel like my research skills have improved through

the ARTI program... though sometimes there would be

a delay in receiving feedback from my mentors. I felt I

received more supervision from Prof Harold Crouch...

[Differences in opinion between mentors] often

occurred. But I didn’t consider this to be a big problem,

because I followed the advice from ARTI – that I didn’t

have to abide by each mentor’s advice. I followed it

if their advice and approach was in line with what I

had learnt in the ARTI courses... I think the mentoring

system should be reconsidered, it would better if we

were supervised directly by someone in Aceh. Just one

mentor is enough... The area I improved in most was

in how to create an introduction to an article that is

interesting and attractive to the reader. – Lecturer

at Universitas Malikussaleh

title

•IslamicShariaandRadicalism:FPI’sexistenceinAcehfromEarlyDaysOnwards.

•LocalPartyDynamicsinAceh’sPeaceProcess.

•YouthinAceh’sSocialMovements1998–99.

•TheEffectivenessofPeumakmuNanggroePrograminEmpoweringSmallBusinessesinLhokseumawe.

•PunishmentbyCaningwithinaGenderFramework:ExaminationoftheKhalwatMahkamahShariaDecisionsinAcehProvince2005–2007.

•APortraitofGenderAwarenessamongstLawEnforcementOfficialsinNorthAceh.

•SocialLifeandEconomyofFishingCommunityinSareyVillage,Lhoong,AcehBesar.

•WorshipofReligiousLeadersinIndrapuriAcehBesar

•VentureCapitalasanAlternativeforSmallandMediumSizeBusinesses.

•Non-MuslimsandQanuninAcehProvince:TheExperienceoftheChinesecommunityduringtheImplementationofSharia.

•Peusijuek:ATraditionalSocialRitualwithintheAcehneseCommunityfromaTraditionalandModernistPerspective.

•ViewsonReproductiveHealthbyFemaleStudentsinModernistandTraditionalIslamicBoardingSchoolsinAceh.

•ModelofInheritanceDisputeSettlementsinAceh.

•FuneralCeremoniesoftheKluetinSouthAceh:DiverseMeanings.

•FamilyRolesinDiabetesManagementinUleeKareng,BandaAceh.

•ExperiencesofViolenceagainstChildreninaConflictArea(ACaseStudyofanOrphanageinNorthAceh).

•AFriendTurnsintoaFoe:GAM-SIRARelationsinAcehPolitics.

•MotivationtoStopSmokingandHindrancesfromDoingSo(ACaseStudyofBandaAcehStudents).

•Farmers’HouseholdEconomyinConservationEnterprises(CaseofTimangGajah,BenerMeriah).

Discussing,writingandrefiningconcepts.

34

istheimportanceofbuildinguprelationshipsand

informalnetworkswiththecommunityinwhich

researchisbeingconducted.Hegraduallylearntthat

socialisingwiththecommunity,andengagingwith

communitymembersininformalcontextswascritical

forgainingrichethnographicdata.TheARTILevel3

coursealsodemonstratedwaystoorganiseandanalyse

hisdata.Sehatnowhastheconfidencetocritically

analyseexistingliterature,andfeelshisacademic

writingskillshavealsoimproved.

Sehat’sprogressinthefieldandcommitmentto

socialscienceresearchhasmadehimoneofARTI’smost

successfultrainees.Sehat’ssuccessisnotmeasuredby

thecontentofhisfinalresearcharticle,butratherbythe

clearshiftinSehat’sapproachtoresearch,andthewayin

whichARTI’scourseshaveopenedupnewopportunities

forSehattocontinueimprovinghisskills.

Sehatwasoneoftwenty-fourresearchersnationwide

tobeshortlistedrecentlyfortheCentreforReligious

andCross-culturalStudiesCompetitiveResearchGrant

on“InterpretationsandResponsestoNaturalDisasters

–AnIntegratedStudyofScience,CultureandReligion”

atGajahMadaUniversity(UGM)inYogyakarta.Hewas

theonlycandidatefromAcehtobeconsideredforthis

prestigiousgrantfromIndonesia’sleadinguniversity.

SehatisalectureratIAINAr-Ranirywithatalentand

passionforwriting.PriortohistrainingatARTI,Sehat

hadbeenajournalistforhiscampuspaper,andasmall

localnewspaperinBandaAceh.Heisanactive‘blogger’

withaninterestinawiderangeofsocio-politicaland

culturalissues.SehatjoinedtheARTILevel2Lawand

Religioncoursebecause,whilehehadaMastersdegree

andanumberofpublishedworks,heknewhisresearch

skillsandmethodsofanalysisremainedweak.

Sehatisalsokeenlyinterestedinanthropologyand

thesocialsciencesmoregenerally,andbeforejoining

ARTIhehadreadtheworksofleadingacademics

suchastheAmericanProfessorJohnBowenandthe

IndonesianProfessorIrwanAbdullah.Hesought

thesupervisionofthesescholarstoassisthiminhis

fieldwork,alongwithaleadinglocalacademicfrom

IAINAr-Raniry,DrAslamNur,whoreceivedhisPh.D.

fromtheANU.UnfortunatelyProfBowenwasunable

tovisitAcehduringSehat’sresearchperiodandwas,

therefore,notabletoofferhisservices.Sehatthen

contactedProfAnthonyReid,thendirectorofthe

AsiaResearchInstituteattheNationalUniversityof

Singapore,whoagreedtosuperviseSehat’sresearch

project.Sehatwashonouredtohavetheopportunityto

bementoredbythreesuchwidelyrespectedscholars.

Sehatwantedtoexaminetheculturalpracticeof

burialritualsinaparticularvillage.Hewasinterestedin

whyandhowthisculturaltraditionremainedsostrong.

Itwasessentiallyananthropologicalstudythatrequired

detailedethnography,amethodologicalapproachthat

Sehatknewlittleabout,butwaskeentolearn.

Duringhis6monthsofresearch,Sehatgaineda

wealthofnewknowledgethathasinstillednewlevels

ofself-confidence,andhasmotivatedhimtocontinue

downthepathofsocialscienceresearch.Therewere

timeswhenSehatwasnotabletoreceivetheintensive

mentoringhehadhopedfor,asbothhisnationaland

internationalmentorsarehigh-profileacademicswith

busyschedules.However,hebelievesthisforcedhimto

thinkandactmoreindependently,andhelearntagreat

dealfromthisexperience.

Sehatisnowmoreconfidentinthefield;he

understandshowtotakedetailedfieldnotes,and

howtoconductin-depthinterviewsratherthan

questionnaires.AccordingtoSehat,oneofthemost

valuablelessonshehaslearntfromtheARTIexperience

Case Studies of Individual ParticipantsSehat Ihsan: Hojat Religious Feast – The Meaning of Funeral Ceremonies in the Kluet Community

SehatIhsan

35

NotonlyhasSehatimprovedhisskillsasan

independentfieldresearcher,buthealsofeelsmore

confidentasateacher.ARTIcoursesprovidedaccess

tonewmaterial,gavehimfieldexperience,and

alsoexposedhimtonewwaysofteaching.Since

completinghissix-monthfundedresearchperiod,

ARTIcontinuestoinvolveSehatinmeetingswith

otherLevel3researcherstosharehisexperiencesand

assistintrainingsessions.Heisalsoregularlyinvited

tohelptrainlocalNGOsinresearchmethodsasa

researchconsultant,inBandaAcehandinTakengon,

centralAceh.

Sehatalwaysemphasisesthatheisconstantly

learningnewthings,andthatbynomeansdoeshe

considerhimselfanexpertinsocialscienceresearch

methodologies.However,hisexperiencewithARTI

haschangedhisapproachtoresearch,andprovided

newopportunities.Heaimstocontinuelearningfrom

hispeers,bothlocalandinternational,andhopethat

therewillbemoreopportunitiesforlocalscholarsto

cooperatewithinternationalsinAcehinthefuture.

Sehatiscurrentlyplanningtowriteabookbasedpartly

onresearchconductedwithARTI,andpartlyoncurrent

andfutureresearchprojects.

Whilehewasunsuccessfulinadvancingtothefinal

roundofthisgrant,hewasinvitedtopresentapaperat

TheFirstInternationalGraduateStudentConference

onIndonesiaatUGM.AspartofthisconferenceSehat

wasinvitedtoattendapreparatorywritingworkshop

inMedan.

OnARTIProgramLeaderProfHaroldCrouch’s

recommendation,Sehatwasinvitedtobethehead

researcherforanICAIOSresearchprojecton“The

RevitalisationofAdatInstitutionsinAceh”.Heis

currentlysupervisingateamofthreeresearchers

conductingfieldworkaroundAceh.Inhiscapacityas

TeamLeader,Sehatprovidesacademicguidanceand

supporttohisjuniorresearchersandleadsthemin

smalltrainingsessionsonresearchmethodologies.

Healsoprovidescriticalfeedbackontheirworkat

monthlyprogressmeetings.TheTeamLeaderisalso

responsibleforthemonitoringandevaluationofthe

team’sprogresseverymonth.TothisendSehathas

adoptedthereportingtemplatesusedbyARTI,where

researchersmustreporttheiractivitiesandfinancial

expenditureforthepreviousmonth.Therefore,

Sehatcontinuestoutiliseskillsandresourcesgained

throughARTIcoursesinhisroleasaresearchco-

ordinatorandleader.

InaisontheAdab(CultureandHistory)facultyofIAIN

Ar-RaniryinBandaAceh.Shehadalreadyattended

researchtrainingmethodologiescoursesinAcehand

Malaysia,butneverreallyunderstoodthematerialin

apracticalsense.ShehopedthatARTIcourseswould

broadenherunderstandingofapproachestoresearch,

andgivehertheopportunitytopracticallyapplythis

knowledge.

AlthoughInaisenrolledinaPh.D.inMalaysia,she

wasneverreallytaughthowtowriteagoodresearch

proposal.Shehasalwaysjusthadtofindexamples

herself,andemulateotherpeople’sproposals.Ina

hopedARTIwouldhelpherimproveherproposal

writingskills,andlearnhowtoconstructmoreeffective

researchquestions.Shealsofeltsheneededtolearn

howtoconductfieldwork,collectdata,andthenhowto

analysethatdataoncecollectedandtabulated.Shealso

neededtobuildexperienceandconfidenceinfieldwork.

Inahadlessacademicknowledgeinthefieldof

genderstudiesthansomeofhercounterparts,soshe

askedARTItoassistherinfindingsuitablementors.

Inayatillah: Female Leadership in Islamic Higher Education Institutions in Aceh – Opportunities and Obstacles

Inayatillah

36

AccordingtoIna,ProfVirginiaHooker’sLevel2

courseonGenderinSocietyhelpedhertounderstand

strategiesforwritingresearchproposals,andshe

hasaclearergraspofthegenreandcanproduce

muchhigherqualityproposals.SincejoiningARTI’s

Level3course,Inaisalsofarmoreconfidentasa

researcher,particularlyinthefield.Previouslyshehad

nounderstandingofhowtogoaboutplanningand

conductingfieldwork,andwashenceuncomfortable

collectingdataanddoinginterviews.Nowsheismore

confidentinherownabilitiesandthedecisionsshe

makesaboutherresearch.

TestimonytoIna’simprovedcapacityasaresearcher

andwriter,sincegraduatingfromARTIshehasbeen

offeredaseriesofinterestingacademicopportunities.

AfterpresentingherpaperatanARTI-sponsored

publicseminar,Inawasinvitedbyherlocalmentor

tobetheco-editorofthepublishedcollectionofthe

seminarpapers.InFebruary2009,Inapresentedher

ARTIresearchattheInternationalConferenceonAceh

andIndianOceanStudiesinBandaAcehinFebruaryof

2009.Shewasalsorecentlyselectedtopresentherpaper

atanationalconferenceinSemarang,Indonesia,and

wasinvitedtoattendashortcourseongenderissuesat

theEast-WestCenterinHawaii.

LikeSehat,InaseesARTIasanimportantstep

inheracademiccareer.ARTIhashelpedrefineIna’s

skillsasascholarandteacher.Sheishopefulthatthis

experiencewillassisthertocompletethePh.D.,soshe

canbecomeoneofthefewfemalelecturersatIAIN

withadoctoraldegree.

InawasfortunatetohaveDrEkaSrimulyaniasher

localmentorwhoobtainedherPh.D.fromUTSin

Australiaandhaspublishedininternationaljournals

andeditedbooksinthefieldofgenderandeducation

inIndonesia.Thusherlocalmentorwasabletoassist

Inafindsuitablementors.ProfBarbaraLeighfrom

UTSandDrSitiRuhainifromUIJakartaagreed

tosuperviseInathroughoutthesix-monthLevel3

researchproject.

Inawantedtoexaminethecomplexsocialforces

behindthelownumbersoffemaleacademicstaffather

university,IAINAr-Raniry.Thistopicwasparticularly

sensitiveforInaasshewaspartofthestaffitself,and

shewasunsureabouthowtoapproachherpotential

respondents.

Ofthethreementors,Inafeltherlocaland

internationalmentorsplayeddominantrolesinher

research,offeringdifferentthoughcomplimentary

advice.Herlocalmentorcouldbeaccessedfrequentlyand

understandsthesituationinAcehandimportantlocal

issues,particularlyassheisalsoalectureratIAINAr-

Raniry–Ina’sfieldlocation.ProfBarbaraLeighprovided

moreassistanceduringtheprocessofanalysingdata

andthewriting-upphaseofherresearch.Ina’snational

mentorintroducedhertovarioustheoriesofgender,and

broadenedherknowledgeofthefield.Inafoundsome

ofthetheoreticalaspectschallenging,anddecidednotto

incorporatesomeofthesuggestionsfromhernational

mentor.Negotiatingthevariouscommentsandfeedback

ofherthreementorswasachallengeforIna,butshefeels

ithashelpedherbecomeamorematureacademic.

PhDfellow,ThusharaDibley. DrEkaSrimulyani,IAIN.

37

delayedorslow,andwhilethisdisappointedIrfan,he

understoodthatthesementorshadbusyschedules.

Communicationwasn’talwaysasintenseasIrfan

wouldhaveliked,andhewasforcedtoworkmore

independently.However,overtimeIrfanbeganto

understandthisasawayofdevelopinghisskillsasan

independentacademicwiththeconfidencetomake

decisions,particularlyinthefield.

Irfan’sresearchfocusedoncommunityperceptions

ofpovertyinsmall,isolatedandrelativelypoorvillages

inAcehBesar.Conductingfieldworkpresentedavariety

ofchallengesforIrfan.Hefoundthathisidentity

andstatus–amiddle-classlecturerinAceh’slargest

university–influencedhowpeopleinthevillage

respondedtohisquestions.Irfanrealizedthathis

formalstyle,andthelanguageusedinquestionnaires

weremakingrespondentsuncomfortable.After

consultationswithhismentorsandtheARTITeam

Leader,Irfanbegantoadjusthisapproachinthevillage.

ForIrfan,thiswasasignificantlearningcurve.

Theotherchallengehasbeenwritinga

publishablejournalarticle.Thisisnotataskmost

lecturersattemptasitisneitherrequirednor

encouragedwithintheuniversitysystem.So,with

minimalexperience,Irfanlookedtohismentors

andARTITeamLeadertoguidehimthroughthis

process.AccordingtoIrfan,hisinternationalmentor,

DrMicheleFordfromSydneyUniversity,hasbeen

instrumentalindevelopinghiscapacitytoform

arguments,writecritically,andstructureanacademic

essay.Whilehehaslearntsomuchaboutanalyzing

andwritinguphisdata,Irfanstilllacksconfidence

abouthisownskills,butstillhopestobepublishedin

anationallyaccreditedjournalsoon.

Irfan,alecturerattheAgricultureFacultyatSyiah

KualaUniversity,wantedtoparticipateintheARTI

coursesbecausehehopedtogainnewknowledgeofand

experiencewithresearchmethodologies,particularly

fieldwork.Irfanisacareeracademic,withaspirations

toundertakeaPh.D.abroad.HehopedARTIwould

provideopportunitiestomeetwithexperienced

scholarsfromwhomhecouldlearnmoreabout

qualitativeresearchinthefield.

AccordingtoIrfan,ARTIwasabletoprovide

facilities,academicresourcesandaccessto

professionalsthatwouldotherwisenotbeavailablein

Aceh.Theprogressmeetings,groupdiscussionsand

workshopsprovidedregular,stimulatingforumsfor

Irfantopresenthisresearchandconsultwithpeers

andARTIstaffaboutchallengesanddifficultiesinthe

field.AccordingtoIrfan,hefeltpartofaprogressive

researchcommunity.

Irfanselectedmentorsconsideredleadingacademics

intheirfield,andwithwhomhealreadyhadpersonal

connections.Hebelievedthiswouldfacilitategreater

easeandfrequencyofcommunication.However,

oneofthechallengesforIrfan,particularlytowards

theendofhisfundedtrainingperiod,wasworking

withoutconstantsupervisionfromhismentors.There

weretimeswhencommunicationandfeedbackwas

Irfan Zikri: The Discourse and Identity of Poor Communities in Meunasah Manyang Village

IrfanZikri

Thecoolingceremonyknownaspeusijeuk.

38

speakingwitharangeofcommunitymembersin

ordertogainamoreholisticpictureofhowthecaning

punishmentswerebeingimplemented.Hamdaniwas

fortunateenoughtohavehisinternationalmentor,Dr

MichaelFeener,makefrequentvisitstoLhokseumawe

tomentorHamdaniandotherARTIfellows.The

groupmentoringapproachmeantHamdaniwas

partofasmallteamofresearchersunderDrFeener’s

supervision,allworkingonsimilartopics.For

Hamdani,theopportunitytomeetregularly,notjust

withhismentorbutalsowithhispeers,wasintegral

tothedevelopmentofhisresearchideasandhisfinal

draft.ThemeetingsattheARTIofficewiththeTeam

LeaderandARTIstaffandotherFellowswasalsoan

importantforumtoexchangeideasandresources,

andHamdaniwasgratefultobepartofthisacademic

community.

Hamdaniformedclosefriendshipswithhis

mentorsthroughtheARTIprogram.Theyremainin

closecontactandcontinuetoassistHamdaniinnew

researchinitiatives.HeexpectsthattheIndonesianand

internationalscholarsthathemetthroughARTIwill

remainanimportantpartofhisprofessionalnetwork

foryearstocome.

HamdaniisalecturerfromMalikussalehUniversity

inLhokseumawewhotookpartintheearlyARTI

courses,andwaspartoftheLawandReligioncohort

ofLevel3Fellows.AccordingtoHamdani,theARTI

experienceinspiredhimtocontinuehistertiarystudies

atthedoctorallevel,andaftercompletingtheLevel3

Fellowship,Hamdani’sPh.D.proposalwasaccepted

atUKMinMalaysia.ARTIcoursestaughthimhow

tocreateastrongresearchproposal,andgavehim

theconfidencetoapplytoaninternationaldoctoral

program.

DuringtheARTIfellowshipHamdanilearntarange

ofnewskillsandnewapproachestosocialresearch.

However,heidentifiessocialresearchethicsasbeingthe

mostimportantnewissuetheARTIprogramcovered

inalllevelsoftrainingcourses.AccordingtoHamdani,

ethicaldilemmasandsensitivitiesarenotdiscussedin

universityresearchprogramsinAceh,soitwasanew

andinterestingareaforhim.Itwasalsoanimportant

considerationforHamdaniashewasinvestigatinga

sensitiveandcontroversialaspectofIslamicLaw–the

caningpunishment.

Theexperienceoffieldworkitselfwasalsonew

andexciting.Hamdanilearnttheimportanceof

Hamdani: Punishment in Aceh – A Study of the Effectiveness of Caning in Lhokseumawe

AgroupofLevel3participantsincludingHamdani[3rdfromleft]withmentorDrMichaelFeener[centre]inLhokseumawe.

39

Ajaa’sfinalresearchpaperwasacceptedtothe

InternationalConferenceonAcehandIndianOcean

StudiesheldinBandaAcehinFebruary2009.Ajaa

wasthrilledtohavetheopportunitytopresenther

ownindependentresearchinaninternationalforum.

Shefeltthepresentationwentwell,andthatherpeers

andinternationalscholarsintheaudiencegaveher

importantadviceandcriticalfeedback.Shewasrecently

acceptedtopresentherresearchagainattheatthe

InternationalGraduateStudentConferenceatthe

UniversityofIndonesia.Herpaperwasalsoincludedin

theARTIpublicationofAcehneseresearchers’workon

gender,editedbyInayatillahandDrEkaSrimulyani.

Ajaafeelsshehasgainedmanynewskills,butabove

all,sheismoreconfidentinconductingandwriting

aboutherownresearch.TheexperiencewithARTI,

particularlywithhergroupofmentors,hasinspiredher

wanttocontinuestudyinginthisfield.Sheiscurrently

applyingforscholarshipstostudyatUIandUGM.

UnlikemanyARTIfellows,Ajaaisnotanacademic,

andherundergraduatedegreemajoredinchemistry.

However,shehadbeenworkingforaprominent

women’sNGO,FlowerAceh,inthesouthwestern

townofMeulabohpriortojoiningtheARTIcourses.

Shebecameincreasinglyinterestedinwomen’sissues,

particularlyhowsocio-culturalfactorsinfluence

women’shealth.CutAjaahopedtheexperienceatARTI

wouldenhanceherself-development.Shewantedto

producenew,importantresearchandtoimproveher

skillssoshecouldcontinueherstudiesataleading

institution.ShesawARTIasanentrypointfora

Mastersdegreewitharesearchfocus.

Ajaahadnopreviousexperienceinsocialscience

research;shehadalwaysbeeninterestedinsocial

enquiry,butthiswasherfirstopportunityforformal

trainingandpracticalexperience.Thiswasalsothe

firsttimeshehadbeenexposedtotheacademicfield

ofgenderstudies,sotheLevel2courseonGenderin

Societywasimportantpreparation.Shereallyenjoyed

thecoursesandlearntalotfromtheteachers;oneof

theLevel2teachersevenbecamehernationalmentor.

Ajaa’soutstandingproposalproducedduringtheLevel

2trainingdemonstratedhersignificantdevelopment

duringthecourse,particularlyherseriousattempt

toseekpublishedreferencesandtobuildonthemin

craftingarelevant,locallygroundedresearchquestion.

WhenAjaawasacceptedtoLevel3,shewas

excitedbecauseshebelievedthementoringprogram

wouldleadherintherightdirectionandhelpherto

developtheskillssheneededforfuturestudies.Ajaa

wassupervisedbyaleadinglocalscholarinthefield

ofpublichealth,agenderexpertfromUniversitas

Indonesia,andaPh.D.candidatefromtheMedical

AnthropologydepartmentatHarvardUniversity.

Thesethreementorsbroughtdifferentperspectives

andideastoAjaa’sresearchproject.Ajaawantedto

examinetheculturalmythologysurroundingpregnancy

inavillageonthewestcoastofAceh.Morespecifically,

shelookedattheresponsesoflocalwomentothosemyths

andtraditionalbeliefsaimedatprotecting,orinfluencing

thehealthofpregnantwomen.Havingthreementors

fromarangeofdisciplinarybackgroundspresentedno

seriousproblemsforAjaa:themoreadvice,themore

knowledgeshegained.Themainproblemwasthather

mentorsdidn’talwayshaveenoughtimetoanswerAjaa’s

emailsasquicklyasshewouldhaveliked.Butthismeant

thathavingthreementorswasusefulforAjaa.

Cut Ajaa Fauziah: Women and Pregnancy Myths – A Case Study from Meulaboh in West Aceh

Peeringout

40

linkages,tosupporttheoverall goal of improving

social research for policymaking in Aceh.Visiting

academicsrepresentedawiderangeofIndonesianand

internationaluniversitiesandresearchinstitutes,and

arelistedinthefinalsectionofthisreport.

Promoting Regional Academic CollaborationARTIendeavouredtoestablishlinkswithotherAceh-

basedinstitutionsthroughinvolvingthemintraining

programs,sharinginformationandresources,and

workingtogethertosupportlocalresearchinitiatives.

ARTIhaslinkswiththefollowinginstitutionsinAceh:

UniversitasSyiahKuala

IAINAr-Raniry

UniversitasMuhammadiyah(Aceh)

UniversitasMalilkkulsaleh,Lhokseumawe

UniversitasAl-Muslim,Bireuen

UniversitasTeukuUmar(UTU),Meulaboh

STAIGajahPutih,Takengon

PusatKajiandanPemberdayaanMasyarakat

(ResearchandCommunityDevelopmentCenter),

BandaAceh

AcehInstitute,BandaAceh

PusatStudiGender(GenderStudyCenter),

UniversitasSyiahKuala

PusatStudiWanita(Women’sStudyCenter),

IAINAr-Raniry

CentreforPeaceandConflictStudiesResearch

PaseeInstituteofResearch,Lhokseumaweregion

PuslitIAINAr-Raniry

FlowerAceh

AcehPeaceResourceCentre

DrLeenaAvoniuswasappointedthefounding

InternationalDirectorofthenewInternationalCentre

forAcehandIndianOceanStudies(ICAIOS),which

openeditsofficeatthePLPISBinDecember2008.After

organizingthehighlysuccessfulsecondInternational

ConferenceonAcehandIndianOceanStudies,

fromApril2009DrLeenaAvoniusjoinedARTI,as

InternationalDirectorofPrograms(IDP),working

withtheProgramManagertoimplementtraining

initiatives,organizepublicationsandpublicseminars,

andexpand upon the research networksARTIhad

beenbuildingduringthefirstthreeyearsofprograms.

FromJanuary2010DrAvoniushasservedasthe

ARTITeamLeader,whilstmaintainingherhonorary

appointmentasICAIOSInternationalDirector.

Aceh’spoliticalandsocialmarginalisationover

thedecadesofconflictservedtoisolatethehigher

educationalsystemfromoutsideinfluence.This

contributedtothelackofcurrentacademicresources

andminimalsocialresearchconductedintheregion

overthoseyears.Withthepost-tsunamiopeningto

externalassistance,andthepost-conflictpossibilityof

conductingsocialresearchthroughoutAceh,theARTI

programaimedtoequipAcehneseprofessionalsto

conducttheresearchneededtosupportpolicymaking

intheirprovince.Byholdingtrainingcoursesin

multiplelocations,linkingwithpublicandprivate

academicandcivilsocietyinstitutions,andbringing

Acehneseresearcherstogethertodiscusstheirprojects,

ARTIsupportedandstrengthenedthegrowing

network of skilled local social researchers.ARTI

continuestodevelopaResearcherRegistertolink

nationalandinternationalresearcherswithcommon

interestsinAceh.

ARTIalsoservedtoanchorsomeoftheincreased

outsideresearchattentiontoAcehinaprogram

embedded within Aceh’s premier academic

institutions.Attractingforeigndoctoralresearchers

andbringinginternationalacademicstoAcehas

instructorsandmentorsraisestheprofileofthe

province,andbroadenawarenessaboutitssocial

circumstances.Byconnecting local researchers to

academic resources beyond Acehthroughvisitsto

nationalmentors,topIndonesianuniversities,and

conferencepresentations,Acehneseprofessionals

willbeabletodrawonthoseresourcesforthe

longterm.TheARTIprogramexplicitlysoughtto

fostertheseregional,national,andinternational

Overcoming Isolation, Fostering Linkages: Regional and International Research Collaboration

Networking:SehatIhsan,Level3,withinstructor,JesseGrayman.

41

presentationandconferencepaperforpublication.

FollowingthissecondICAIOSconference,therewasa

generalconsensusamongsttheresearchcommunity

inAcehthattherehadbeenasignificantincreasein

thenumberofcontributionsfromlocalscholarsand

researchersincomparisontotheICAIOSconference

twoyearsbefore.ARTIisproudthatsomanylocal

contributorswereARTIaffiliates.Theirpapers,which

werepresentedatthisconference,were:

— Cut Ajaa FauziahPregnancymythsinMeureuboh,

inWestAcehRegionNanggroeAcehDarussalam

— Elly SusantiWomen’sattitudestowardsthedivision

ofrolesinthericefarmingindustryinKumang

village

— HamdaniCaninglawsintheVerandahofMecca:

acasestudyoftheeffectivenessofcaningasa

punishmentinLhokseumaweandNorthAceh

— InayatillahTheroleofwomeninhighereducation

institutionsinAceh(ananalysisofIAINAr-Raniry)

— Mahdi Abd SyihabRadicalismandIslamiclaw

inNorthAceh:ananalysisofraidsconductedby

studentsfromSantripesantren

— Nanda AmaliaWomenandtheimplementationof

law:astudyoflegalpractitioners’perspectivesin

NorthAceh

— Saifuddin DhuhriPeusijuek:Atraditionalsocial

ritualwithintheAcehnesecommunityfroma

traditionalmodernistperspective

— Paul Zeccola Humanitarianactionandconflict

transformationinAceh,Indonesia

— Annemarie SamuelsReconstructingcommunities

andthemeetingofplaces:Spontaneousand

organisedreconstructioninBandaAceh,Indonesia.

ARTIResearchFellowInayatillahworkedin

partnershipwithherresearchmentorandfrequent

ARTIguestlecturer,DrEkaSrimulyani,toedita

collection of papers by local female researchers

from ARTI and other local research institutes

about contemporary Acehnese women’s

experiencesinarangeofsocialcontexts.Thisbook,

Perempuan dalam Masyarakat Aceh: Memahami Beberapa

Persoalan Kekinian (Women in Aceh: Understanding

Contemporary Issues),wasbasedonanARTI-

organisedseminarthatwasheldatIAINAr-Raniry

andinvolvedresearchersandstakeholdersfrom

arangeofuniversities,researchcentres,NGOs

andgovernmentdepartments.Thepublication

wasajointinitiativeoftheBodyforWomen’s

EmpowermentandChildProtection,theResearch

CenterofIAINAr-Raniry,LOGICAandARTI.

Communicating ResearchAnessentialpartofanyresearch-trainingprogram

shouldbefacilitatingthecommunicationofresearch

findingsthrougharangeofpublicforums,most

importantofwhichispublishing.Unfortunately,

muchresearchremainsonbookshelvesinthevarious

researchcentresdispersedacrossIndonesia.ARTI

aimedtohaveasmanyresearchersaspossiblepublish

theirfindingsinaccreditednationaljournals,and

eveninternationally.Fellowswerealsoencouragedto

participateinacademic conferences and workshops

nationwideandinternationally.ARTIalsocoordinated

publicseminarsinpartnershipwithvariouslocal

researchinstituteswherefellowspresentedtheir

findingstopeersandstakeholderswithinacademic,

NGO,andgovernmentcircles.ARTIresearchersfound

multipleavenuestopresenttheirresearchfindings,

includingthefollowing:

SevenLevel3researchfellowspresentedtheirresearch

findingsattheICAIOS International Conference

on “Conflict and its Remedies”heldinBanda

AcehinFebruary2009.ARTIworkedcloselywith

successfulapplicantstoassistthemprepareboththe

ProfHaroldCrouchwithaparticipantattheARTI-UGMconferenceinYogyakarta.

42

yang Berubah(TheChangingVerandahofMecca:

ViewsfromWithin).Thisbook,publishedbyAlvabet

anddistributedthroughGramedia,waslaunched

on29May2010,andgivesvoicetolocalresearchers’

perspectivesoncontemporaryAceh.

ARTI’sLevel2coordinatorsandmentors,DrArskal

Salim(AgaKhanUniversity,London)andAdlinSila

(MinistryofReligion),workedwithselectedfellows

fromtheLaw,ReligionandGendergroup,aswell

aslocalresearchersfromotherinstitutesinAcehto

producetheedited book entitled Serambi Mekkah

[Fromleft]ProfMichaelLeigh,DrLeenaAvonius,MarziAfriko,AdlinSila,Inayatillah,NandaAmalia,Dr.ArskalSalim,SehatIhsanShadiqin,IskandarIbrahim,MahdiSyihabandAbidinNurdinatthelaunchofSerambi Mekkah yang Berubah (The Changing Verandah of Mecca: Views from Within).

[Fromleft]EveWarburton,CutAjaaFauziah,DrBarbaraLeigh,NandaAmalia,andtheeditorsInayatillahandDrEkaSrimulyaniatthelaunchofPerempuan dalam Masyarakat Aceh: Memahami Beberapa Persoalan Kekinian (Women in Aceh: Understanding Contemporary Issues).

43

intheintensive field school training program

conductedatsouthernPekalonganledbyDrPujo

SemedioftheUGMAnthropologyDepartment.

ThreeARTIgraduatesfromtheGender,Religion

andLawgrouphaveformedasmallresearchteam

andareputtingtogetheraresearch proposal for

funding from the local government.Thisresearch

willexpandupontheirworkatARTIandproposes

toexaminecommunityresponsestoSyariahLaw,

andhowparticularvillagecommunitiespreviously

dealtwiththekindsofcriminaloffencesnow

addressedinSyariahcourts.Theproposedstudy

willadoptasocial-anthropologicalapproach,

andresearcherswillusethequalitativeresearch

methodologieslearntthroughARTIcoursesand

theirmentoringexperiences.

AResearchFellowfromGenderinSocietypresented

herARTIresearchatanational conference in

Semarang,andhasalsobeeninvitedtoattend

ashortcourseongenderissuesatthe East-West

Center in Hawaii.

AnARTIfellowfromtheLawandReligiongroup

gaveapaperonherARTI-fundedresearchatthe

Asia Research Institute at the University of

Singapore.

On30November2009,ARTIheldajoint public

seminar with Universitas Gadjah Mada, “Local

Dynamics in Indonesia: Social and Political Change

at the Local Level,” withattendanceover200people.

SixARTIFellows(onefromLawandReligion,two

fromPublicHealth,andthreefromPolitics,Peace,

andConflict),andtworesearchersfromourpartner

institutions–ICAIOSandCPCRS–presented

findingsfromrecentfieldwork.Fourstudentsfrom

UGMGraduateSchoolalsopresentedtheirMasters

orPhDresearch.TheSeminarwasattendedbyover

200people,andwasmoderatedbyProfMichael

Leigh,ProfIrwanAbdullah,ProfHaroldCrouch,

andDrLeenaAvonius.Therewasastimulatingand

livelydiscussionbetweenparticipantsandspeakers,

andmanyopportunitiesfortheARTIfellowsto

networkandmeetwithresearchersfromallover

Indonesia.ThiseventnotonlygaveARTIfellowsa

uniqueopportunitytopresenttheirfindings,gather

feedback,andnetworkwithanacademicaudience

outsideofAceh,italsoforgedasolidpartnership

withUGM,andweexpecttherewillbecontinuing

collaborationwithUGMinthefuture.

Onetangibleoutcomeofthisnewpartnershipisthat

ARTITeamLeaderDrLeenaAvonius,arrangedfor

fouryoungsocialscientistsfromAcehtobeenrolled

ParticipantsintheUGMconferencewithProfIrwanAbdullah[fourthfromleft],Yogyakarta

44

InMay2010,onethirdofallthepaperspresentedat

the9thASEAN Seminar on Social Development

weregivenbyARTIfellows,PhDstudentsandBoard

members.

— Abidin Nurdin Level3researcher

Sumber Legitimasi MPU dalam Proses Legislasi Qanun

Syariat Islam di Provinsi Aceh

— Muslim Zainuddin Level3researcher

Pertimbangan Hakam dalam Memutuskan Perkara

Khalwat Padad Mahkamah Syariat Aceh

— Mahdi Abdullah Syihab Level3researcher

Radikalisme Syariat Islam di Aceh Utara

— Suadi Level3researcher

Kawan jadi Lawan–Analisis relasi GAM-SIRS dalam

Perpolitikan de Aceh

— M.Ridha Level3researcher

Efektifitas Pengelolaan Mcredit Peumakmu Nanggroe

dalam Pemberdayaan Usaha Mikro de Lhokseumawe

— Faridah Hanum Level3researcher

Mengapa Masyarakat Hanya Dijadikan Objek

Pembangunan?

— Setia Budi Raharjo Level3researcher

Tetap Sehat Bersama Diabetes Mellitus – Peran Keluarga

dalam Pengelolaan Diabetes Mellitus

— Cut Dewi Level3fellow

Paper:The history and interpretation of old shop houses

— Yusny Saby AUABMember

Social displacement a result of man made & natural

disasters

— Rachel Schiller PhDFellow

Reconciliation in Aceh: Addressing the Social Effects of

Prolonged Armed Conflict

— Catherine Elliot PhDFellow

Paper:Talking houses in Aceh Besar, Indonesia

— Annemarie SamuelsPhDFellow

Remembering and forgetting through urban space

in Banda Aceh

— Margaret KartomiAUACmember

Remaking society through the performing arts in post-

conflict, post-tsunami Aceh

— Michele Ford AUACmemberand

Thushara Dibley PhDFellow

Developing activist communities: the possibilities &

limitations of aid-based approaches to social movements in

post-conflict contexts

SinceparticipatingintheARTIprogram,several

ofourfellowshavebeenofferedPhD and Masters

opportunitiesatuniversitiesoutsideofAceh.Two

fellowshavebeenacceptedintoPh.D.programsat

UniversitiKebangsaanMalaysia,oneatBandung

ThreeARTIResearchFellowsfromtheGender

andEnvironmentcourseswereacceptedtothe

InternationalConferenceandSummerSchoolof

IndonesianStudiesatUniversitas Indonesia,and

presentedtheirresearchtoaninternationalaudience

inJuly2009.

TwoARTIfellowsfromtheLawandReligion

course,onefromtheLivelihoodsandPovertycourse,

onefromPublicHealth,andtwofromPolitics,

Peace,andConflict,andwereacceptedtothe First

International Graduate Student Conference on

Indonesia at UGM in Yogyakarta.Theypresented

theirARTI-fundedresearchtoaninternational

audience,metwithresearchersfromaround

Indonesia,SoutheastAsiaandEurope.Formost,

thiswastheirfirstexperiencepresentingatan

internationalconference.

AfellowfromtheEnvironment,Development

andInstitutionswasacceptedtothePenang

International Conference on Sustainable Cultural

Development.ShepresentedherARTIresearchand

networkedwithleadinginternationalscholars.

FourARTILevel3researchersattendedtheAceh

Development International Conferenceon26

March2010atUniversityPutraMalaysia,Kuala

Lumpur.

CutDewi,Level3participant.

45

InJuly2009,ARTIInternationalDirectorof

ProgramsDrLeenaAvoniusconductedgender

training for 49 newly elected female Members of

Parliament in Aceh.Theprojectalsoproduceda

compilationofgenderregulationsfordistribution

toall700MembersofParliamentinAceh.

DrLeenaAvoniusheadedaresearchprojecton

“Revitalisation of Adat (Customary) Institutions

in Aceh”alongsidefourAcehneseresearchers

(includingtwoARTIgraduates)basedindifferent

regionsoftheprovince.Theresearchexamines

howchangingregulationsopenspacefornew

interpretationsofcustomaryinstitutions,andheld

multipleworkshopsaroundAcehtodiscussfield

results.DrMinakoSakai(UNSW-ADFA)mentored

researchersandgaveextensivefeedbackondrafts

presentedattheAcehCulturalFestival(Pekan

KebudayaanAceh)inAugust2009.

ARTIsponsoredDrJohnMcCarthytoserveas

keynotespeakerattheFebruary2010Conference

on Climate Change and Poverty Research,part

ofanongoingICAIOSandUNDPprojectheaded

byDrLeenaAvoniusandfundedbytheFord

Foundation.

InstituteofTechnology(Indonesia),oneatBogor

InstituteofTechnology(Indonesia),onehasreceived

anADSScholarshipinMastersofPublicHealthat

theUniversityofSydney,andtwohavereceiveda

provincialgovernmentscholarshipandarecurrently

applyingtoPh.D.programsinAustralia.

ARTIconductedanintensive,two-monthPost-

Graduate Pre-Departure Training Course to

support preparedness of Acehnese students

withprovincialgovernmentscholarshipstostudy

overseas.Thispilotprojectwasfor15Acehnese

graduatestudentspreparingtoundertakestudies

inthesocialsciencesatAustralianuniversities.This

projectwasinitiatedattherequestoftheAcehnese

Universities,andtheprovincialgovernment’sAceh

ScholarshipCommission.ARTIworkedcloselywith

theCommissioninpreparingthecourse,whichwas

coordinatedbyDrRiniBudiyantiandco-taught

withJuliaHarrison.Incomingandmid-course

studentevaluationsidentifiedfivekeyintegrated

topicstocoverinthetraining:Englishforacademic

purposes,Studyskills,Multimediapresentation

skills,Cross-culturalskills,andResearchskills.

Studentsdraftedandcritiquedshortessaysforeach

fieldofstudy,andtheyreportedgreatlyincreased

confidenceforstudyabroadattheendofthecourse.

Weexpectthesuccessofthispilotprojectwill

leadtothefundingoffuturecourses,andthatour

partnershipwiththeScholarshipCommissionwill

continuetostrengthen.

DrRiniBudyanti,coursecoordinator.Twoscholarshipawardeestakingpartinthepre-departuretraining.

46

— Jane PalmerAustralia

UniversityofTechnologySydney

Intersection between an aging population & environmental

challenges, including climate change

— Jum AnggrianiIndonesia

UniversitasPadjadjaran

Central government’s monitoring of local implementing

regulations in Aceh

— Kristina GrossmanGermany

FrankfurtUniversity

Gender constructions between Sharia, autochthonous culture

and modernity – Women activists and female life-worlds

— Marjanna JauholaFinland

AberystwythUniversity

Feminist politics, heteronormativity and gender

mainstreaming initiatives in post-tsunami Aceh

— Milja RantalaFinland

UniversityofTampere

Intern

— Muhammad NazaruddinIndonesia

GajahMadaUniversity

Identity Politics in the Acehnese Resistance (Study of GAM)

PhD Travel Grants Inadditiontothetrainingcourses,ARTIoffered

TravelGrantstotwentyIndonesianandinternational

PhDstudentsconductingfieldresearchinAceh.

Grantsconsistedofareturnairfarefromthe

recipients’homeinstitutiontoBandaAceh,asmall

livingallowanceforIndonesianstudents,adesk

space,facilitatedinvolvementwiththeAcehnese

researchers,andinternetaccessattheARTIoffice.

Thesegrantswereintendedtoprovideanopportunity

notonlytoconductfieldworkinAceh,butalsoto

contributetocourses,shareresourcesandnetwork

withlocalresearchersandcourseparticipants.The

sharedphysicalspaceallowedforalively cross-

fertilization of ideasbothamongsttheinternational

PhDresearchersandwiththeARTIfellows,aswellas

withvisitingmentorsandoverseasresearchers,which

isanessential component of developing a vibrant

research culture–asevidencedinDanielBirchock’s

responsebelow.ThestudentswhowereawardedARTI

travelgrantsareasfollows:

— Annemarie SamuelsNetherlands

LeidenUniversity

Roles and activities of different social actors in the post-

tsunami reconstruction process

— Annie HerroAustralia

UniversityofSydney

Peacekeeping and civilian protection: Perceptions of

Indonesian decision makers

— Antje Missbach Germany

AustralianNationalUniversity

The impact of the Acehnese diaspora towards homeland

politics during and after the war in Aceh (1976–2008)

— Catherine ElliottAustralia

UniversityofTasmania

Communities’ responses to post-disaster housing in Aceh

— Catherine SmithAustralia


Women’s wellbeing and subjectivity in the post-conflict

period

— Daniel BirchockUSA

UniversityofMichigan

History of Islamic discourse & practice in Aceh since 1945,

focusing on Aceh’s SW coast

— David KloosNetherlands

VUUniversity,Amsterdam

Islamic education and religious practice in Aceh

— Dina AfriantyIndonesia

UniversityofMelbourne

Local Women’s NGOs and the reform of Islamic Law in AcehInternationalPhDstudentCatherineSmith,Australia.

47

Reflections from Ph.D. scholarship recipient Daniel Birchok:

Throughout my almost two years of research, beginning

well before I officially became an ARTI fellow, ARTI proved

to be a resource that far exceeded any expectations that I

had regarding it. The travel grant alone made working with

ARTI an invaluable resource given that air travel from the

United States to Banda Aceh usually costs around 1,500 U.S.

dollars. However, once on the ground in Aceh ARTI’s space

and personnel supported my research in ways that I had not

imagined it would.

On a very basic level, the housing facilities at ARTI

provided me and other colleagues visiting Banda Aceh,

whether we were visiting from Nagan Raya, Jakarta, or

overseas, a place to transition while seeking transportation

and housing of our own. This became particularly valuable

for me when I became ill in April of 2008 and was able to

use the housing facilities as I transitioned back and forth

between Banda Aceh, Jakarta, and Singapore for treatment.

The classrooms and meeting rooms, internet access, and

other working spaces provided places to do vital work that

would have been difficult elsewhere and to network and have

intellectual exchanges with others associated with ARTI.

This last point probably reflects the most important

benefit I gained through working with ARTI. It seemed it

was impossible to come to the ARTI complex and not run

into some other mind with whom I could exchange ideas,

methodological tips, or just a heartfelt conversation about

the trials of research. And the diversity of interlocutors whom

I met and with whom I began stimulating relationships

was truly amazing. They included senior Western scholars

well-known in several fields, other PhD students from the

US, Australia and the Netherlands at the same point in their

careers as I, Indonesian academics and intellectuals from

universities throughout Aceh, Jakarta and elsewhere in the

archipelago, English teachers from around the world, and

Acehnese activists and NGO workers. I have been a part of

many institutions that set as their goal exchange among

a broad range of intellectual contributors, but so often

these well-meaning efforts fall short because of the many

challenging factors they must overcome. But in its open space,

workshops, and various other programs and activities, ARTI

really succeeded in bringing together scholars from different

occupational, disciplinary, and cultural backgrounds, all

with their own concerns and projects, for meaningful and

heartfelt exchange. This is a true accomplishment, especially

given the post-conflict context in which ARTI was created,

and I deservedly applaud it here as I recount the many

benefits that ARTI brought to me during my time conducting

research in Aceh.

— NicholaMinottUSA

TheFletcherSchoolofLaw&Diplomacy,

TuftsUniversity

Assessing the Impact of Sudden and Severe Environmental

Events on the Dynamics of Ongoing Civil Conflict: The Case

of the 2004 Tsunami on Aceh, Indonesia

— Paul ZeccolaAustralia


Researchtopic:HumanitarianactioninAceh

from1998–2007

— Rachel SchillerUSA

TheFletcherSchoolofLaw&Diplomacy,

TuftsUniversity

Researchtopic:ReconciliationinAceh:Addressing

theSocialEffectsofProlongedArmedConflict

— Scott NaysmithCanada

LondonSchoolofEconomics

Researchtopic:Interrogatingperceptions,priorities

andlivelihoods:amulti-siteethnographyofavian

influenzaintwocommunitiesinIndonesia

— Sheila MurugasuMalaysia

MonashUniversity,Malaysiacampus

Researchtopic:Politicaltransnationalismamong

migrantsinSoutheastAsia

— Thushara DibleyAustralia

UniversityofSydney

Researchtopic:LocalNGOs’perceptionsofthe

peacebuildingprocessinAceh

InternationalPhDstudentDanielBirchok,USA.

48

JesseGerstinandMiljaRantala,meantthatcopiesofso

muchofthisvaluablematerialremaininAceh,andare

availabletoresearchers.Nearlyallofthiscollectionisin

digitalform.

TheNetherlandsGovernmentsponsored

digitisationofthewholeAcehcollectionheldat

LeidenUniversitybytheKITLV,theRoyalNetherlands

InstituteforSoutheastAsianandCaribbeanStudies.

ThosedigitisedholdingsspanDutchrecordson

Acehformostofthe20thcentury,andareheldin

theresearchlibrary,withidenticalcopyofitsdigital

archivesheldattheprovincialdocumentationcenter

(PusatDokumentasidanInformasiAceh,PDIA),

locatedinBandaAcehandtheUniversities.

DigitisingofthePLPISBlibraryhasenabledthe

librarytosignificantlyenhanceitsoperabilityandability

tostoreanddisseminateresearchpertainingtoAceh.

WithgenerousassistanceofMr.AlanFord,thelibrary

wasalsoabletoinstallanewcustomiseddigitallibrary

cataloguingsystemdonatedbyLibcode,andhasreceived

stafftrainingincomputercataloguingprocesses.

Toenabletheapplicationofthedigitalcataloguing

system,ARTIpurchasedanewcomputerserver(HP

Digital Library DevelopmentAtoppriorityforARTIhasbeentherehabilitationof

thePLPISBlibrary,theintroductionofavastcollection

ofdigitalresearchmaterialfocussedonAceh,andthe

applicationoftextsearchandcataloguingtechnology

tomakethewealthofnewmaterialaccessibleto

researchers.

Thoughhousedinamodestroom,thelibrarynow

providesanunprecedentedresourceforresearchin

Aceh.ARTI’sinvestmentintheselibraryresources

representstheprogram’scorecommitmenttosustained

improvementinsocialresearchonandinAceh. The

initiativesincludethedigitalisationofall310ofthe

PLPIIS/PLPISBresearchreportsonAcehnesesociety,

whichtogetherwithitsotherinformationassets

provideanunprecedentedbaselineresourcefor

researchonAceh.

UndertheleadershipofARTITeamLeaderDr

LauraMeitznerYoder,ARTIinitiatedtheongoing

projectofcollectingandinventoryingtheextensive

bodyofresearchreportsanddocumentsproducedby

governmentagencies,researchinstitutes,andNGOs

workingonpost-tsunamiandpost-conflictissuesin

Aceh. TheperseveranceofUSandFinnishvolunteers,

MuhammadNur,SriandNaniworkinginthelibrary.

49

areasingreatestneedofmoreattentioninongoing

programsincludesecuringresearchers’exclusive

timecommitmentstothefieldworkcomponentsof

theirprojects,earlierandmoreintensiveattentionto

researchers’professionalwritingskills,andfurther

strengtheningthepeerresearchgroupsforiterative

feedbackonthefieldworkandwritingportionsofthe

program.

Atthe8December2009meetingoftheAceh

UniversitiesAdvisoryBoard,thefiveRectorsofAceh’s

primaryuniversitiesunanimouslyagreedtorename

thePLPISBcomplex,redevelopedthroughtheARTI

program,astheAceh International Social Research

Centre [AISRC],thePusat Penelitian Sosial Internasional

Aceh [PPSIA].Thisdecisiondemonstrateshowthepost-

tsunami,peacetimeinfusionofattentiontoresearch

throughthisCentrehasbuiltonthelonghistoryof

thePLPIIS/PLPISBasatrainingcentreforIndonesian

socialscientists,tonowbecomearegionalhubof

internationalresearch.ARTI’smodelofbringing

together national and international academics and

research users,andfostering research collaborations

that cross regional and national boundaries for

mutual learning,hascontributedtoanatmospherein

whichAcehneseresearchersworkaspeerstovisiting

academics.Thecomprehensivetrainingopportunities

providedforAcehnesescholars,policy-makers,and

developmentpractitionerswillcontinuetoimpact

reconstructionandsocialdevelopmentinAceh.ARTI’s

supportofinternationalresearchonAcehhasraised

Aceh’s profile and an understanding of Acehnese

issues on a global scale.Theinstitutionalsupportof

buildinglibraryandhumanresources,andongoing

supportforthenewAISRCasaCentrefirmlyembedded

withinAceh’sleadingacademicinstitutions,will

sustainARTI’simpactoverthelongterm

Inthewakeofthetsunami,theMyerFoundation

andthenAusAID,committedsubstantialfundingto

buildandsustainARTI,fortheperiod2006–10.Aceh’s

ProvincialGovernment[PEMDA]hascommitted

IDR2.7billiontosupportlocalcostsoftheCentre

in2010.Externalfundingisbeingsoughttoensure

thattheCentrecancontinuetofunctionasastrong

Internationalresearchinstitute,withamissionto

equipAcehnese,andotherIndonesians,withessential

researchskills,thosethatarealsorequiredforevidence-

basedpolicymaking,toguidethere-building,social

andeconomicdevelopmentofsociety.

ProLiant150L)tohostthelibrarynetworkandtostore

digitalmaterials.

Withthedevelopmentoftheacehresearch.org

website,thelibrary’sdigitaldatabasehasbeenable

tobesearchedremotely,thoughtheabilitytoupload

digitalmaterialstothewebsiteisstilllimitedbyweak

internetconnectivityandserverdowntimedueto

electricityfailure.

DonationsfromvisitingARTIaffiliatesandprogram

purchaseshaveseenthecollectionofnewlibrary

materialsgreatlyexpandedwithover700newbooks

coveringbothclassicmaterialandrecentresearch.

Thelibrarianisnowaidedbyafulltimelibrary

assistant,allowingthelibrarytoexpanditsscopeof

activities,andtooperateasaconventionallibrary.

Future DirectionsTheARTIprogramequipped local researchers

by providing them with a unique intensity and

quality of research training and supervision.ARTI

courseparticipants,andespeciallytheResearch

Fellows,undertaketraininginfoundationalaspects

ofsocialresearch,buildskillsinresearchproposal

development,benefitfromprofessionaloversightof

theirfieldwork,andreceivementoringinprofessional

academicwritingandpublishing.Researchersand

mentorswhocommittedsignificanttimeresources

totheirprojectshaveseenimpressiveprogressinthe

researchers’abilitiestoconductindependentsocial

researchprojects.Drawingonparticipants’feedback,

[Fromleft]JesseGerstin,IbuMeilizar,MrsFordandAlanFord.

50

Committee,andtheProjectCoordinatingCommittee

whoworkedtogetherfromthebeginningtoprogress-

ivelyshapetheprogramtomeetcurrentneedswithin

Aceh’schangingcontext.Theindividualsonthis

collaborativeinternationalleadershipteam,together

withtheAceh-basedstaffandvisitinglecturers,

madethisprogrampossiblethroughtheirshared

commitmenttoassistingtheongoingre-development

ofAcehatthebeginningofaneweraofreconstruction

andpeaceintheprovince.

TheAceh Universities Advisory Board(AUAB)

provideddirectionandadviceonAcehnesecontext

andpriorities.TheAUABisledbytheRectorofSyiah

KualaUniversity,ProfDrDarniDaud,whosesteadfast

andactivecommitmenttothevisionofrebuilding

andstrengtheningthePLPISBhasbeencriticaltothe

developmentandsuccessoftheARTIprogram.The

RectorsofAceh’skeyuniversitiesprovidedleadership

asmembersoftheAUAB:ProfYusniSabythenProfDr

FaridWajdiIbrahimofIAINAr-Raniry;ProfDrAbdul

HadiArifinofUniversitasMalikussaleh,DrIbrahim

AlfianofUniversitasTeukuUmarandDrsFauziAmin,

PembantuRektorUniversitasMuhammadiyahAceh.

TheAustralian Universities Advisory Committee

(AUAC)workedtogethertoreviewrequestsfromAceh

andidentifythepeopleandinstitutionsthatcouldbest

meetthoseneeds,andadvisesonnewinitiativesthat

mightmeaningfullybeincorporatedwithinthisproject.

Earlyin2005,asmallgroupofacademicsfromeight

Australianuniversitiescametogether,concernedto

findwaysinwhichtheyandotherscouldmeaningfully

assisttherecoveryandre-buildingofaprovince

devastatedbythetsunamiandbytheprecedingthirty

yearsofcivilconflict.InFebruarytheUniversityof

Melbourne’sTsunamiTaskForce,ledbyDVCProfPeter

McPhee,supportedarapidneedsanalysisofhigher

educationinAceh,conductedbyProfMichaelLeigh.

Michaelwasstronglyencouragedandguidedbyformer

AcehGovernor,ProfDrSyamsuddinMahmud,Prof

DarwisSulaimanandDrBukhariDaudofUnsyiah,Dr

SatryoSoemantriBrodjonegoro,theDirector-General

ofHigherEducation,DrRizalSukma,CSIS,DrM.

Syafi’Anwar,andProfAzumardiAzra,theRectorof

UniversitasIslamNegri,Indonesia.

Basedupontherecommendationsofthatanalysis,

theMyerFoundationcommitted$250,000tosupport

theseefforts.Thefollowingyear,afterintensive

investigationsandprogramplanning,AusAID

committedafurther$2,363,549tofundamuchlarger

three-yearprogram,andcontractedtheUniversityof

Melbourne,workingonbehalfoftheeightAustralian

andfourIndonesianUniversities.Inordertofoster

sustainability,theprogramwasextendedforafurther

6monthsthroughJune2010.

ARTIhasbeenoverseenbytheAcehUniversities

AdvisoryBoard,theAustralianUniversitiesAdvisory

AustralianUniversitiesAdvisoryCommittee[AUAC]teamleadersandMelbournestaff:[Fromleft]AngusMcIntyre,BarbaraLeigh,

HaroldCrouch,VirginiaHooker,LeenaAvonius,EveWarburton,LauraMeitznerYoder,LindaPoskitt,AmberEarles,RichardChauvel,

MichaelLeigh.AUACmemberswhowereunabletoattendthemeetingwereMargaretKartomi,AnthonyZwiandMicheleFord.

The ARTI people

51

ProfessorMichaelLeighhasservedasProjectDirector

fromtheoutset,drawingonhisbackgroundandlong-

termcommitmenttoAcehsinceservingastenaga ahli

utamaattheAcehPLPIISin1978–79.LindaPoskitthas

administeredallreportingandprojectcommunications,

inheritingsystemssoablysetupbyAmberEarles.Linda

wasassistedbyErinEadeswithadministrationrelating

toARTItravelgrantsandLevel3Australianmentors.

MaryanneBossen,AccountsPayableManager,University

ofMelbourneoversawfinancialproceduresrelatingto

theProject.ProfessorAbdullahSaeed,whosucceeded

MichaelastheDirectoroftheAsiaInstitute,hasbeen

mostsupportiveofARTI.ThestaffoftheAsiaInstitute

haveassistedinmanyways.

ThesuccessiveUnsyiahPLPISBdirectors:Prof

BahreinSugihen,ProfSamsulRizal(DeputyRector

I),andDrHusainiIbrahimhavelinkedARTIintothe

universitystructureandcontext,providingleadership

onbothinstitutionalandacademicissues.FromJune

2010,DrSaifulMahdi(Unsyiah)tookupthepositionas

thedirectoroftheinternationalresearchcentre,which

willcarryforwardtheworkofARTI.

Aceh-basedstaffdisplayedextraordinary

commitmenttotheARTIprogram.Eachofthe

threesuccessiveTeamLeadersbroughttothatrole

highlyrelevantresearchbackgrounds,experience

withIndonesianinstitutions,andknowledgeof

theAcehnesecontext.DrLauraMeitznerYoder

(2006–08)developedtrainingcurriculumandcourse

structure,focusingonLevel1andLevel2courses.

LauracommencedrecruitmentandteachingARTI

courseswithnofacilities,andconcurrentlyassumed

theroleofsupervisingextensivebuildingandfacilities

renovation.ProfessorHaroldCrouch(2008–09)oversaw

thedevelopmentandcompletionoftheLevel2courses

andprovidedmeticuloussupervisionofLevel3research

andwriting.DrLeenaAvonius(2010)expandedARTI’s

In2006,theVice-Chancellorsformallyappointed

thefollowingastheirrepresentatives:

Prof Michael LeighDirector,AsiaInstitute

TheUniversityofMelbourne

Prof Virginia HookerCollegeofAsia&thePacific


Dr Michele FordDept.ofIndonesianStudies

UniversityofSydney

Prof Anthony ZwiHead,SchoolofPublic

HealthandCommunityMedicine,Universityo

fNewSouthWales

Dr Barbara LeighHead,AsiaPacificStudies

UniversityofTechnology,Sydney

Prof Margaret KartomiMusic&PerformingArts

MonashUniversity

Dr Angus McIntyreSchoolofSocialSciences

LaTrobeUniversity

Dr Richard ChauvelDirector,Australia-AsiaPacific

Institute,VictoriaUniversityofTechnology

TheserepresentativesformedtheAUACmembership

forthefulldurationofARTI.

TheProject Coordinating Committeeprovided

oversighttoARTI,reviewingprogress,approving

forwardplansandchanges,andofferingcounselon

issuesthatarose.HeadedbytheRectoroftheSyiah

KualaUniversity,itsformalmembershipconsisted

ofarepresentativeoftheIndonesianandAustralian

Governments,theMyerFoundationandtheUniversity

ofMelbourne,asthecontractingagency,workingon

behalfoftheeightAustralianUniversities.

TheUniversityofMelbourneteamheldresponsibility

foroverallprojectmanagementandimplementation.

ProfMichaelLeigh,DirectorARTI,withProfSamsulRizal,DeputyRector1,SyiahKualaUniversity.

[Fromleft]ARTIteamleadersDrLeenaAvonius,ProfHaroldCrouch,DrLauraMeitznerYoder

52

SriRahayuSetiaNingrum,anewOfficeManagerDian

ElisaandanITOfficerFachrurraziArwin,toassist

withthetechnicaldemandsoftrainingcoursesandthe

digitallibrarycollection.

ARTIhasalsorelieduponthehardworkandenergy

ofnumerousvolunteersandshort-termassistants.

AlanFordmadethreetripstoAceh,andforatotal

ofsevenweekshetrainedlibrarystaffinnewsearch

andretrievalsystemsthatmaketheextensivedigital

libraryresourcesavailabletoresearchers.JesseGerstin

andSarahNewmanassistedwithARTIstudents,IT,

andlibraryresourcesduringtheirtermsasEnglish

LecturersatSyiahKualaUniversitythroughtheOberlin

College(USA)ShansiFellowsprogram.MiljaRantala

fromUniversityofTamperejoinedtheARTIteamas

astudentinterntohelppreparenewtrainingcourses

andexpandthedigitallibrarycollection.ARTIhas

alsoregularlycalledupontheskillsoflocaltranslators

andinterpretersfromAlkafi,alocalNGOthatoffers

languagecoursesandrelatedservicesinEnglish,

IndonesianandFrench.

Ms.ChristineEdwards(CEO)andElenaMogilevskiof

theMyerFoundationweremostsupportivethroughout

thefouryearsofplanningandimplementationof

theseinitiatives.TheHon.BruceBillsonmadeatimely

interventionthatprioritizedtheseactivitiesforthe

AustralianGovernment,andtheAustralianAmbassador

H.E.BillFarmerpresidedoveraceremonyofficially

launchingARTI’sprograms.DrGlenChandler,DrGuy

JansenandMichaelPilbrowplayedanactiverolein

planningtheexpandedprograms.DianPuspitasari,

DidiMarjimi,DanHunt,Junita,Lila,PatrickHermanus,

andThomasPratomoofAusAIDmaintainedactive

interestintheprogram,andassistedinmanyways

fromoutsettocompletion.Theindependentmid-term

programreviewer,DrValerieHaugen,madeavery

positiveevaluationofARTI,andprofferedanumber

ofhelpfulrecommendations.ARTIgreatlybenefitted

fromcollaborationintrainingandpublicationswith

otherconcurrentAusAIDprogramsinAceh,including

especiallyLOGICA,ACARP,CEPAandSupportfor

EducationSectorDevelopmentinAceh.

DrLauraMeitznerYoderdraftedandeditedmostof

thisreport,withtheactiveassistanceofEveWarburton

whosuppliedsomuchcriticalinformation.This

documenthasbenefittedfromthecontributionofa

numberofthosewhohaveplayedakeyroleinARTI,

whoaddedtheirinsights,madecorrectionsandoffered

mosthelpfulcomments.

externallinkages,concurrentlyservedasICAIOS

Director,andlaunchednewresearchprojectson

climatechangeandpoverty,andrevitalisationofAdat

(Customary)InstitutionsinAceh.

ARTIProgramsManagerEveWarburtoncame

withthesupportofAustralianYouthAmbassadors

forDevelopment(2008–09)andVolunteeringfor

InternationalDevelopmentAustralia(2009–10).She

tirelesslyandadeptlyoversawprogramadministration,

monitoringandevaluation,andexpansionofnew

traininginitiatives.From2006–09IbuMeilizarserved

astheOfficeManager,maintainedtheprogram’s

financialsystems,andthewidenetworkofcourse

participants. TeukuMurdanijoinedARTIin2009as

theProgramsOfficerthenwentontakeoverEve’srole

astheProgramsManagerin2010.Fromearly2010,

TeukuMurdaniwasassistedbySelfRumbewasasthe

newProgramsOfficer,alsosponsoredbyVolunteering

forInternationalDevelopmentAustralia.

Sudirmanhandledlogisticalarrangementsforthe

growingnumberofvisitors,courses,andstafffrom

2007to2009.MuhammadNurwasappointedasthe

officesecurityguardandlogisticalassistant.Mohamad

Samrinshareddaytimesecurityduties.Rahmad

joinedARTIin2009asadriverandlogisticalassistant.

Nanisa,Sriwanahandayani,andEviSusiantihaveall

helpedmaintaintheever-expandinglibrarycollection

intheirroleasLibrarians.Rahmayantioversaw

housekeepingandcoursehospitality.

Aslocalprogramsexpandedinto2010,sodidthe

ARTIoffice.ARTIengagedafull-timeFinanceOfficer,

IbuMeilizarandEveWarburton.

53

Level 2 LecturersLaw and ReligioncoordinatorsArskal SalimAgaKhanUniversity,LondonAdlin SilaResearchUnit,DeptReligionguestlecturers Syafii MufidResearchUnit,DeptReligionEuis NurlaelawatiUIN-JakartaNina NurmilaUIN-BandungDaniel BirchokUniversityofMichiganKamaruzzaman Bustamam AhmadUnsyiah;

AcehJusticeResourceCenterGender in SocietycoordinatorsVirginia HookerAustralianNationalUniversityNina NurmilaUIN-Bandungguestlecturers Siti Musdah MuliaUIN-JakartaZulkarnainiIAIN,SyariahFaqihuddin Abdul KodirFahminaInstituteLies MarcoesAsiaFoundationDina AfriantyUniversityofMelbourneCatherine SmithAustralianNationalUniversityLivelihoods and PovertycoordinatorsJohn MaxwellAustralianNationalUniversityNuning AkhmadiSMERUNina ToyamahSMERUEnvironment, Development and InstitutionscoordinatorsSuraya AffifUniversitasIndonesiaWijanto HadipuroSoegijapranataCatholicUniversity,

Semarangguestlecturers Humam HamidUniversitasSyiahKualaEka SrimulyaniIAIN,AdabPublic HealthcoordinatorsKathy RobinsonAustralianNationalUniversity;Abdul WahabUniversitasGajahMadaguestlecturers Setyawati BudiningsihUniversitasIndonesiaLaine BermanAustralianRedCrossFahmi IchwansyahUniversitasSyiahKualaNini SupartninInternationalOrganizationfor

MigrationPolitics, Peace and ConflictcoordinatorsHarold CrouchUniversityofMelbourneThushara DibleyUniversityofSydneyguestlecturers Leena AvoniusICAIOS/ARTIAguswandiAcehPeaceResourceCentreAdrian MorelWorldBankCameron NobelMulti-StakeholderReview

Lecturers and MentorsARTIcourseshaveinvolvedmorethan150lecturers

fromawiderangeofuniversities,researchinstitutes,

andotherorganisationslocatedthroughout

Indonesia,Australia,Asia,Europe,andtheUnited

States.Thefollowinglistsgivethenamesand

affiliationsofthe36lecturersforthetwenty-two

interdisciplinaryLevel1courses,the34lecturers

inthesixdiscipline-specificLevel2research

methodologiescourses,andthe90individual

researchmentorsforLevel3.All,intheirownspecial

ways,madeasignificantimpact,forwhichARTIis

greatlyappreciative.

Level 1 LecturersAlchaidar UNIMAL,FisipolAl-MussanaSTAI-GajahPutihApridar UNIMAL,LPPMBahrein T. Sugihen UnsyiahCraig ThorburnMonashUniversityDaniel BirchokUniversityofMichiganDavid Reeve UniversityofNewSouthWalesEdy Kelana STAI-GajahPutihEka Srimulyani IAINAr-Raniry,AdabElysa Wulandari Unsyiah,ArchitectureEny Dameria UNIMAL,PSP-LPPMEve Warburton ARTIFahmi Ichwansyah POLTEKKESFitriah Ismail UNIMALHarold Crouch UniversityofMelbourneHasnul Arifin Melayu IAINAr-Raniry,SyariahIskandar STAINIwan Amir OxfamJesse Grayman HarvardUniversityLaura Meitzner Yoder UniversityofMelbourne/UnsyiahMahdi Abdullah Syihab STAINMichael Feener NationalUniversityofSingaporeMichael Leigh UniversityofMelbourneMuslim Zainuddin IAINAr-Raniry,SyariahNurjannah Ismail IAINAr-Raniry-AdabNurlaila UniversitasAl-MuslimPaul Zeccola ANURahmawati UniversitasAl-MuslimRon Witton UniversityofWollongongSaifuddin Dhuri STAIN Saleh Sjafei Unsyiah,LawSuraya Affif UniversitasIndonesia-Pascasarjana/

AnthropologySyarqawi UNIMALThushara Dibley UniversityofSydneyVivi Silvia Unsyiah,EconomicsZulkarnaini IAINAr-Raniry,Syariah

54

Lesley PotterAustralianNationalUniversityLyn ParkerUniversityofWesternAustraliaMaswadi RaufUniversitasIndonesiaMichael FeenerNationalUniversityofSingaporeMichele FordUniversityofSydneyMisri A. MuchsinIAINAr-RaniryMuhaimin Abdul GafarUniversitasIslamNegri,JakartaMulsim IbrIAINAr-RaniryMuslahuddin DaudTheWorldBankNadirsyah HosenUniversityofWollongongNazaruddin SjamsuddinUniversitasIndonesiaNezar PatriaDirektorAliansiJurnalisIndpenden,JakartaNicholas HerrimanMonashUniversityNina ToyamahSMERUNurjanah NituraPsychologistOtto Nur AbdullahUniversitasIndonesiaPatrick BarronTheWorldBankRasyidinUniversitasMalikussalehLhokseumaweRobert WrobelWorldBankRoxana WatersonNationalUniversityofSingaporeRusjdi Ali MuhammadIAINAr-RanirySaifuddin BantasyamUniversitasSyiahKualaSanusi BintangUniversitasSyiahKualaSiti Ruhaini DhuhayatinUniversitasIslamNegri,

JakartaSri Rahayu BukInstitutTeknologiBandungStephen DrakeleyUniversityofWesternSydneySulistyowati IriantoUniversityofIndonesiaSuraiya KamaruzzamanFlowerAcehSuraya AffifUniversitasIndonesiaSyafii MufidResearchUnit,DeptofReligionSyarizalIAINFakSyariahTaslim HM YasinIAINAr-RaniryTeuku ZulhamUniversitasSyiahKualaTitik SumartiInstitutPertanianBogorUsman BasuniBadanPemberdayaanPerempuan

PemerintahRIWijanto HadipuroSoegijapranataKatolikUniversity

SemarangYacobKepalaDinasPertanian,AcehTengahYusra JamaliLSNLokalZinatul HayatiUniversitasSyiahKualaZubaidah DjoharAcehInstitute

Level 3 MentorsAbdul WahabUniversitasGajahMadaAchmad GunaryoIAIN-WalisongoSemarangAdlin SilaResearchUnit,DepartamenAgamaAgussabtiUniversitasSyiahKualaAgustinaUniversitasSyiahKualaAl ChaidarUniversitasMalikusalehLhokseumaweAnthony ReidNationalUniversityofSingaporeAnton LucasFlindersUniversityArdiKantorStatistikJakartaArskal SalimAgaKhanUniversity,LondonAslam NurIAINArRaniryAzizahUniversitasIslamNegri,JakartaBarbara LeighUniversityofTechnologySydneyChris ManningAustralianNationalUniversityColin BrownUniversitasParahyanganBandungDavid ReeveUniversityofNewSouthWalesDede RosyadaUniversitasIslamNegri,JakartaDidin HafidhuddinUniversitasIslamNegri,JakartaEdward AspinallAustralianNationalUniversityEka SrimulyaniIAINArRaniry,AdabEppy R. SapriUniversityofIslam,BandungErvita SumardjonoLSMNasionalFahmi IchwansyahPoliteknikKesehatanFajran ZainAcehInstituteFarid WajdiIAINAr-RaniryFauzi Ali AminUniversitasMuhammadiyah,

BandaAcehGreg FealyAustralianNationalUniversityHamid SarongIAINAr-RaniryHarun IsmailUniversitasMalikussalehLhokseumaweHaryo WinarsoInstitusiPlanologiHasanuddin RahmanJakartaHerian PuspitawatiPusatStudiGender,Institut

PertanianBogorHumam HamidUniversitasSyiahKualaIriani M.PoliteknikKesehatanIrwan AbdulahUniversitasGajahMadaIskandar MadjidUniversitasSyiahKualaIzziahUniversitasSyiahKualaJamhuriUniversitasIslamNegri,JakartaJeff NeilsonUniversityofSydneyJesse GraymanHarvardUniversityJohn MaxwellAustralianNationalUniversityJohn McCarthyAustralianNationalUniversityJulian MillieMonashUniversityKamaruddin HidayatUniversitasIslamNegri,JakartaKamaruzzaman BustamamLaTrobeUniversityKathy RobinsonAustralianNationalUniversityKhoiruddinUniversitasIslamNegri,YogyakartaKwartarini Wahyu YuniartiUniversitasGajahMadaLaura Meitzner YoderUniversityofMelbourneLeena AvoniusICAIOS/ARTI

55

Abbreviations and Acronyms ACARP AcehCommunityAssistanceResearchProjectAIPRD Australia-IndonesiaPartnershipforReconstructionandDevelopmentAISRC AcehInternationalSocialResearchCentre[=PPSIA]ARTI AcehResearchTrainingInstituteAUAB AcehUniversitiesAdvisoryBoardAUAC AustralianUniversitiesAdvisoryCommitteeAusAID AustralianAgencyforInternationalDevelopmentAYAD AustralianYouthAmbassadorsforDevelopmentBAPPEDA BadanPerencanaanPembangunanDaerah(RegionalDevelopmentPlanningBoard)BRR BadanRehabilitasidanRekonstruksi(ReconstructionandRehabilitationBoard)IAIN InstitutAgamaIslamNegeri(StateInstituteofIslamicStudies)ICAIOS InternationalCentreforAcehandIndianOceanStudiesIDP InternationalDirectorofProgramsIDR IndonesianRupiahLOGICA LocalGovernanceandInfrastructureforCommunitiesinAcehNGO Non-GovernmentOrganizationPIR PaseeInstituteofResearch,LhokseumawePLPIIS PusatLatihanPenelitianIlmu-IlmuSosialPLPISB PusatLatihanPenelitianIlmuSosialBudayaPPSIA PusatPenelitianSosialInternasionalAcehSTAI SekolahTinggiAgamaIslam(IslamicReligiousInstitute)UGM UniversitasGadjahMadaUNIMAL UniversitasMalikussalehUNMUHA UniversitasMuhammadiyahAcehUNSYIAH UniversitasSyiahKuala(SyiahKualaUniversity)VIDA VolunteersforInternationalDevelopmentAustralia

56

Aceh Research Training Institute [ARTI]PublishedJune2010

©AcehResearchTrainingInstitute

Copiesofthispublicationareavailablefrom

•ARTI,GedungPLPISB,Jn.T.NyakArief,Unsyiah,Darussalam,BandaAceh23111Indonesia

•ProfMichaelLeigh,AsiaInstitute,UniversityofMelbourne,Victoria3010Australia

•[email protected]

•Copiesmayalsobedownloadedatwww.acehresearch.org

Acknowledgements

Detailedacknowledgementsappearinthesectionofthisreportentitled:TheARTIPeople.

ThesupportofSyiahKualaUniversity,theMyerFoundation,AusAIDandtheUniversityofMelbourne

hasbeencriticaltothesuccessoftheprogram.DrLauraMeitznerYoderhascarefullydraftedand

editedthisreport,withtheactiveassistanceofMsEveWarburton.Intheprocess,agreatmany

othershavealsocontributed.

Cover image:NandaAmalia[left]andInayatillah,Level3fellows

andcontributorstotwobookspublishedaspartoftheARTIprogram.

Endpapers:ThePolitics,PeaceandConflictLevel2courseparticipants,togetherwith

PhDfellowandlecturerThusharaDibley[thirdfromright,insidebackcover]and

LecturerandCo-ordinatorProfHaroldCrouch[standingbehindThushara].

Graphicdesign:IanRobertson,Melbourne

Printing:BambraPress,Melbourne

58

The Aceh ReseARch TRAining insTiTuTe [ARTi] was established in response to the devastation caused by the tsunami of 26 December 2004 to higher education institutions in Aceh, indonesia. its goal is to build local capacity for undertaking high quality, relevant social science research in the humanities and social sciences to be used by the higher education sector, government and ngOs, and providing the essential skills for evidence-based policy making.

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