Menjadi seorang sejarawan pada periode revolusi industri 4.0 ini – yakni dengan IT sebagai tren utama, tentu ada banyak tantangan baru yang harus dihadapi, salah satunya mengenai Transnasional History. Pandangan mengenai Transnasional History memang bukan merupakan suatu hal yang baru, akan tetapi dengan adanya revolusi industri 4.0, isu-isu transnasional menjadi semakin menarik untuk dibahas. Menempatkan sejarah lokal atau nasional sebagai bagian dari sejarah global, akan memunculkan daya tarik tersendiri, terutama bagi mereka yang mempunyai ketertarikan terhadap isu-isu transnasional. read more

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Course Description

The Department of History, Universitas Gadjah Mada in Yogyakarta plan to continue holding its second year summer school on transnationalism in Southeast Asia following on the successful summer school on transnationalism held at the Faculty of Cultural Sciences, Universitas Gadjah Mada in 2018 with the title “Transnational History: Becoming a Cosmopolitan Historian.” The theme of the second summer school is a broadening of the application of transnationalism in looking not just at historical phenomenon, but present day economic, social, religious, cultural and political phenomenon in the city of Yogyakarta that is rooted in transnational forces and flows. By looking at how transnational flows create emergent potentialities that disrupt regulatory, moral and cultural spaces tethered on notions of fixed spaces and boundaries, the disruptive forces of transnationalism have resulted in categorizing certain people, things, practices and ideas as illegal, illicit, immoral and other pejorative notions; for instances illegal immigrants, drugs or ‘western-customs’. At the same time, other people, things, practices and ideas are considered as legal, legitimate and good. The movement of these groups from one society or country to another has resulted in placing these groups on either side of the legal, licit and moral framework resulting in contestations and reformulation of the framework themselves. These interplay between legal and illegal and moral and immoral thus represent a way in which societies ‘move forward’, by contesting the boundaries and framework of what are considered as good, bad or neutral. read more

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Course Description

The Department of History, Universitas Gadjah Mada in Yogyakarta plan to continue holding its second year summer school on transnationalism in Southeast Asia following on the successful summer school on transnationalism held at the Faculty of Cultural Sciences, Universitas Gadjah Mada in 2018 with the title “Transnational History: Becoming a Cosmopolitan Historian.” The theme of the second summer school is a broadening of the application of transnationalism in looking not just at historical phenomenon, but present day economic, social, religious, cultural and political phenomenon in the city of Yogyakarta that is rooted in transnational forces and flows. By looking at how transnational flows create emergent potentialities that disrupt regulatory, moral and cultural spaces tethered on notions of fixed spaces and boundaries, the disruptive forces of transnationalism have resulted in categorizing certain people, things, practices and ideas as illegal, illicit, immoral and other pejorative notions; for instances illegal immigrants, drugs or ‘western-customs’. At the same time, other people, things, practices and ideas are considered as legal, legitimate and good. The movement of these groups from one society or country to another has resulted in placing these groups on either side of the legal, licit and moral framework resulting in contestations and reformulation of the framework themselves. These interplay between legal and illegal and moral and immoral thus represent a way in which societies ‘move forward’, by contesting the boundaries and framework of what are considered as good, bad or neutral. read more

After 1998, the writing of history in Indonesia developed rapidly with new sources and methods. This is not directly proportional to the teaching of history in the classroom which remains monotonous. The absence of historiography and history writing problems as well as the ability of teachers to teach have contributed to the undeveloped teaching of history in schools. Historical writing always contains methodological limitations and is interesting to discuss. If this is presented in teaching in schools, both teachers and students will be able to discuss and criticize history and historical writing. In reality, teaching history in schools only presents the substance of historical events as written in the text. This method makes activities in the classroom very passive, because students only repeat readings from books without discussing historiographical problems and methodological problems. One way that can be done to create a critical attitude among students about methodology and historiography is by presenting various writings that discuss the same theme. This shows that historical writings can be written from various perspectives. In improving the competence of teachers, we cannot be separated from the educational background they received before becoming educators. Each teacher was educated at a different time. To improve the quality of teachers, improvements must be made to the teacher education process. “Scientists who are Masters” or “Ilmuwan yang Guru” are needed to accomplish this. One must be qualified as a scientist in his field before being prepared to become a teacher. They must not only master the substance of the field of science, but also the methodological process and axiological problems of the science. If this is already owned, then he will be ready to become a teacher. In the field of history, for example, prospective teachers must have an understanding of historical philosophy and historical methodology. read more

Pasca 1998 penulisan sejarah di Indonesia berkembang pesat dengan sumber dan metode yang baru. Hal tersebut tidak berbanding lurus dengan pengajaran sejarah di ruang kelas yang tetap monoton. Tidak dihadirkannya problematika historiografi dan penulisan sejarah serta kemampuan guru dalam mengajar menjadi penyumbang tidak berkembangnya pengajaran sejarah di sekolah. Tulisan sejarah selalu mengandung batasan metodologis dan menarik untuk didiskusikan. Jika hal tersebut dihadirkan dalam pengajaran di sekolah, baik guru maupun siswa akan mampu mendiksusikan dan mengkritisi sejarah dan penulisan sejarah. Dalam kenyataannya, pengajaran sejarah di sekolah hanya menghadirkan substansi peristiwa sejarah seperti yang dituliskan dalam teks. Cara tersebut menjadikan kegiatan di dalam kelas sangat pasif, karena para siswa hanya mengulang bacaan dari buku tanpa mendiskusikan problematika historiografi dan persoalan metodologinya. Salah satu cara yang dapat dilakukan untuk menciptakan sikap kritis di kalangan siswa tentang metodologi dan historiografi ialah dengan menghadirkan berbagai tulisan yang membahas tema yang sama. Hal ini dapat menunjukkan bahwa tulisan sejarah dapat ditulis dengan perspektif yang beragam. Dalam memperbaiki kompetensi guru, kita tidak dapat terlepas dari latar belakang pendidikan yang mereka terima sebelum menjadi pendidik. Masing-masing guru dididik pada masa yang berbeda-beda. Untuk memperbaiki kualitas guru, maka harus dilakukan perbaikan pada proses pendidikan guru. “Imuwan yang Guru” dibutuhkan dalam menyelesaikan hal ini. Seseorang harus mempuni sebagai ilmuwan dalam bidangnya sebelum disiapkan menjadi guru. Mereka tidak hanya harus menguasai substansi bidang ilmu, namun juga proses metodologi dan persoalan-persoalan aksiologi ilmunya. Jika hal tersebut sudah dimiliki, maka ia akan siap menjadi guru. Dalam bidang sejarah misalnya, calon guru harus memiliki pemahaman filsafat sejarah dan metodologi sejarah. read more

Hans Visser’s book, Wieteke van Dort: Kind van Twee Culturen; Een familiekroniek was published on October 25, 2018. However, as a journalist working with Noor d-Holland Dagblad, it seems that Hans is quite interested in telling the story to the public.

On Thursday, November 2 2018, the UGM History Department invited Hans to tell the story of Wieteke van Dort’s life. The event was held from 1 to 15.00 in Meeting Room 1, Poerbatjaraka Building, FIB, UGM.

According to Hans, what is interesting about Wieteke is the origins of the two cultures that have influenced him, Java and the Netherlands. Yes, all because Wieteke is indeed an Indo. Born in Surabaya on May 16, 1943, Wieteke is the daughter of a Dutch father and Javanese mother. Unfortunately, when he was visiting the Netherlands at the age of 18, his family decided to settle in Den Haag read more

Buku Hans Visser yang berjudul Wieteke van Dort: Kind van Twee Culturen; Een familiekroniek baru terbit pada tanggal 25 Oktober 2018. Namun, sebagai wartawan yang bekerja Noor d-Holland Dagblad, tampaknya Hans cukup tertarik untuk segera menceritakannya ke publik.

Pada kamis, 2 November 2018, Departemen Sejarah UGM, mengundang Hans untuk menceritakan kehidupan Wieteke van Dort. Acara tersebut diadakan pada jam 1 hingga jam 15.00 di Ruang Sidang 1, Gedung Poerbatjaraka, FIB, UGM.

Menurut Hans, hal yang menarik dari Wieteke adalah asal-usul dua kebudayaan yang telah memengaruhinya, Jawa dan Belanda. Ya, semua itu karena Wieteke memang seorang Indo. Lahir di Surabaya pada 16 Mei 1943, Wieteke adalah putri dari seorang ayah berdarah Belanda dan ibu yang asli orang Jawa. Sayang, ketika ia sedang mengunjungi Belanda pada usia 18 tahun, keluarganya memutuskan untuk menetap di Den Haag. read more

As citizens of modern Southeast Asia, we often take for granted nation-state that in fact is a new concept. Not only it is contemporary, border that demarcate states both on water and land is innately artificial and porous. Department of History, Faculty of Cultural Sciences UGM initiated “International Summer School on Southeast Asian Studies; Transnational History: Becoming a Cosmopolitan Historian” to promote perspective that transcends border for young and potential researchers. The summer school took place at Faculty of Cultural Sciences Universitas Gadjah Mada from 27th August– 6th September 2018. Participants of this summer school are undergraduate and graduate students as well as young lecturers from Australia, Japan, Malaysia, Thailand, United States, and Vietnam. This summer school also incorporates Indonesian students from state universities throughout the country. read more

As citizens of modern Southeast Asia, we often take for granted nation-state that in fact is a new concept. Not only it is contemporary, border that demarcate states both on water and land is innately artificial and porous. Department of History, Faculty of Cultural Sciences UGM initiated “International Summer School on Southeast Asian Studies; Transnational History: Becoming a Cosmopolitan Historian” to promote perspective that transcends border for young and potential researchers. The summer school took place at Faculty of Cultural Sciences Universitas Gadjah Mada from 27th August– 6th September 2018. Participants of this summer school are undergraduate and graduate students as well as young lecturers from Australia, Japan, Malaysia, Thailand, United States, and Vietnam. This summer school also incorporates Indonesian students from state universities throughout the country. read more

Organized by History Department, Faculty of Cultural Sciences and Faculty of Social and Political Sciences, Universitas Gadjah Mada

Transnational history has produced a significant body of work since its development in the late 1980s and early 1990s. This approach owed its inception as part from the shift from political history that was comfortably located within the national narrative toward social and cultural history in the 1970s and 1980s that developed perspectives such as race, ethnicity, class, and gender that was localized and non-national. These developments, unfortunately, had worried historians because of the parochial and antiquarian nature of local histories. The early 1990s and 2000s saw the publication of David Thelen’s Toward the Internationalization of American History and Thomas Bender’s Rethinking American History in Global Age from which efforts to provincialize and denationalize American history has pointed the way for a true dialogue of experts from all parts of the world in imagining differential spaces other than that of the nation-state. This is needed in order to construct an American historiography that could meet the current needs of a globalizing world and place it with emphasis on a perspective of the future. Instead of focusing on local phenomenon, the emphasis was on understanding social, cultural and political ones as a transnational process; reconceptualizing identities, communities, and products within different transnational framework; for instance, Hollywood movies as it was received and recreated on other parts of the globe and thus seeing it not merely as an American cultural product, but a wider globalizing phenomenon.  Bruce Mazlish and Ralph Buultjen’s edited volume Conceptualizing Global History expands this further by bringing forth ideas in developing global narratives of local or non-national identities and spaces. Two approaches that were identified by Thelen has been to focus on either borderlands, as liminal spaces in which national units undergo transformative shifts, and the comparative approach, not merely as a means for national historians to compare each other’s narratives but to create new perspective altogether that is both national and international. read more