I’m happy to announce that I’ll be teaching Gender, Science and Technology (AZEA 2306) again for the second 2016/2017 academic semester at the Faculty of Arts and Social Science, University of Malaya. Undergraduate students within the faculty (especially in the English and Media Studies department) and international exchange undergraduate students are encouraged to register. All students are welcome to audit.
In this course, students will enjoy the opportunity to explore the exciting ways in which science and technology contribute to our understanding of gender and sexuality. The course will also explore the following themes and subjects:
• Sexuality and technology
• Digital and cyber-feminisms
• Computers, video-games and gender
• Species and gender, consumption of animals
• Feminist science fiction
• Gender and reproductive technology
This two-day workshop at the Faculty of Built Environment, University of Malaya, aims to bring together scholars and practitioners from different disciplines and fields to examine new and exciting issues pertaining to gender, disabilities, and the public sensorium. We aim to further develop theory and policies for gender relations in public spaces that encompass disability, ethnicity, religion, sexuality, and age. We are interested in addressing matters of self, being, access, participation, opportunities and equality as a way of informing the values behind public policies for inclusive architectural design and urban planning.
This workshop deploys the concept of the ‘public sensorium’ to develop theory and policies that consider ways of optimising public space usage for all bodies and all abilities. The public sensorium refers to the visible and invisible elements of the body that come into contact with public spaces; seeing, smelling, and tactility that constitute the experience of the self in public space. This workshop asks: what is the significance of human senses in public space? How do public visibility, smells, and touch relate to bodies and gender? How can a consideration of human senses make public spaces more inclusive and enjoyable? With limited abilities and senses what is necessary for a person to enjoy full participation in public life?
The workshop invites papers and panel proposals on (but not limited to) the following themes:
● Gender, disabilities, safety, and risk
● Mobility and public transportation
● Religion/sexuality/family/health and public space (**)
● Urban public space and protest cultures
● Youth cultures and outdoor/indoor public space
● Urban renewal and gentrification
● Poverty eradication policies
● Informal and night-time economies in the public space
** Outdoor public spaces include public parks, squares, theme parks, food stalls
Indoor public spaces include malls, places of worship, museums, art galleries, food halls, markets
Women and girls with disabilities belong to one of the most marginalised and under-represented groups in many societies. Therefore, we especially encourage panel proposals on gender and disabilities from established scholars, practicing architects and public policy-makers, early career researchers, and graduate students.
Selected papers presented at the workshop will have an opportunity to be published in a special issue in a high-ranking peer-reviewed journal.
Graduate students who are presenting can qualify for a travel bursary worth RM100. Please contact the workshop convener Dr. Alicia Izharuddin (email@example.com) if you are interested in applying for the travel bursary.
Please submit your 250-word abstract to: Dr. Naziaty Mohd Yaacob firstname.lastname@example.org and Dr. Alicia Izharuddin email@example.com by 15 April 2017. Accepted proposals will be notified on 30 April 2017.
Workshop registration fees:
RM 200 for full-time/employed (early bird registration)
RM 250 for full-time/employed
RM 100 for part-time/employed (early bird registration)
RM 150 for part-time/employed
RM 50 student rate (early bird registration)
RM 100 student rate
RM 50 walk-in attendee
Payment for the early bird registration fee is 30 May 2017
Deadline for registration fee payment is 30 June 2017
Workshop convener and contact person: Dr. Alicia Izharuddin, Faculty of Arts and Social Sciences, University of Malaya
Email: firstname.lastname@example.org. Telephone: 03-7967 5447
This workshop is supported by the Malaysian Ministry of Higher Education’s Fundamental Research Grant Scheme. It is co-organised by the Faculty of Built Environment and the Gender Studies Programme of University of Malaya.
I feel pleased and humbled to announce the publication of my first book, Gender and Islam in Indonesian Cinema (2017 Palgrave Macmillan. Chapters can purchased separately here) based on my field research between 2011 and 2012 in Jakarta and Yogyakarta where I was privileged to interview film directors, film producers, festival organisers, film critics and enthusiasts in the Indonesian film industry. I have made many wonderful friends in the process who became colleagues in a rather niche and important field of Southeast Asian cinemas and cultural production. It was written up as my PhD thesis supervised by Dr. Ben Murtagh and examined by Dr. Felicia Hughes-Freeland and Dr. Yvonne Michalik.
Let’s face it, times are bad. Full-time and secure paid work are drying up, and real wages are not catching up with the rising prices of basic essentials. More adults in their 20s and 30s continue to live with their parents because it is too expensive to live on their own. Millennials have inherited a post-2008 global recession that never really recovered and an overpowering culture of debt. And now we welcome 2017 on a low note. We watch a car crash in slow motion as global superpowers and their leaders prove themselves to be devastatingly anti-women, anti-LGBT, anti-immigration, anti-Islam, and anti-peace. It will take a long time to offset the damage of their politics.
So what is the role of Muslim feminism during this period of cruelty and despair? Feminist-identified Muslim women of all ages are faced with challenges that crisscross faith and the secular arenas of their lives. It is time to connect the dots between different types of gender-based oppressions with those of male-dominated interpretations of religion. But being female and Muslim is not isolated from the economic and political reality either. In fact, the poor economic situation and political corruption have an impact on feminist and faith-based belief. The spiritual meaning of patience (sabar as being a component of one’s iman) and moral right or haqq are not used and reclaimed in the public discourse to alleviate the daily humiliations of Muslim women and non-normative people. Instead, sabar is distorted to justify domestic and national suffering. What is morally right becomes manipulated to condone the discrimination of women and people of non-normative genders and sexualities from attaining their full potential in the public sphere.
What does it mean to be young, Muslim and feminist today? For many young women, it means a whole new life; a commitment that transforms their way of thinking about the world, a new set of friends, and re-orientation of priorities manifested in their ambitions and daily practices. This commitment is synonymous with what is understood as ‘feminist consciousness’, a process of seeing the world from a gendered perspective and about being re-born as a feminist. However, the backlash that awaits them for articulating their feminist commitment is often hostile and violent. Rather than an apparatus and ideological framework for social justice, the iconoclastic demands of feminism are frequently judged as un-Islamic and inimical to local culture. Muslim feminism is not the default feminism for people who identify as feminist women and Muslim. When I conducted a focus group last September on what it means to be a Muslim feminist today, the responses I got were eye-opening: Muslim feminists are not entirely enamoured by the limits of ‘Muslim feminism’. Perhaps there is an assumption that being a Muslim feminist means looking at every feminist issue from a religiously-informed lens when not everything that is important to being a person is religious or Islamic.
First and foremost, I hope it is clear to you that plagiarism is unacceptable to anyone’s code of conduct whether or not you are in a place of higher education. If that is already clear to you, you will need to think more carefully before you think could get away with plagiarism.
There are softwares available to educators that can determine the extent of originality in your digital documents within seconds. We become very suspicious of your written submissions when un-cited passages appear to be more articulate than yourself in person. Of course being an ineloquent speaker but a terrific writer is possible; a few great writers have been known to have difficulty speaking to other people but are gifted with the written word.
I want to properly understand your impulse to plagiarise. You tell me your command of English is shaky. I appreciate the time constraints to improve when there are many things going on in your life to juggle. Maybe you have not been asked to turn in long pieces of written work before and thus the anatomy of the essay or PhD thesis is new to you.
Anything longer than 2000 or 3000 words in the English language is not only daunting, but demands of you skills that you have yet to master and to acquire the confidence to exhibit. All this is compounded with an inadequate comprehension of the work you are assigned to explain in writing. If you do not understand the things I teach, please ask during or after class. You can make an appointment to see me.
Please understand the dire ramifications of plagiarism as there are short and long-term implications. Students have been known to be caught, reprimanded, failed, and expelled for plagiarism. Please be informed that academic staff themselves are not immune from being disciplined and shamed for this crime.
That colleges and universities are lax with students who plagiarise does not mean that plagiarism is excusable under my watch. You might assume that educators are too busy to care or too stupid to notice the dubious quality of students’ work but you are wrong. Your work matters as it is a reflection of my work. We do not have a duty to pass all students without the filter of scrutiny.
The crime of plagiarism is more damaging to you when you are PhD student as it will have long-term effects on your own work, work ethics, and employability. The PhD is not just a book that a dedicated student will work on through blood, sweat and tears but it is a product of one’s engagement with their scholarly community.
By the time you have a PhD that has passed the rigorous scrutiny of your examiners, you belong to the community of experts in your field and through your contribution to the field of knowledge, you are at the frontier of your field. What you write matters. Your writing is the cornerstone of your work.
If you are known to pass other people’s work as your own, you will not have the respect of people whose respect matters a great deal in the long run especially if you aspire to be an academic yourself. That lack of respect can be translated into a refusal to formally and informally acknowledge your academic merit.
If you are not worried about plagiarism today, I am concerned that you are not worried about some important things like being employable, developing a good reputation, and earning recommendations. In academia, what you know and who you know (through the recognition of your merit and recommendations) do go hand in hand. You want to be recognised by people who care about your work and your academic development. Well, I hope you do!
If you have plagiarised and looking to redeem yourself, the door to retribution is still open. Own up to it, repent, and vow to never to re-commit the crime. Consult the many resources on academic writing like books (How to Author a PhD by Patrick Dunleavy is excellent) and websites like The Thesis Whisperer and Explorations of Style.
Learn to be patient and persevere. Read widely at every opportunity and take the time to identify ‘good’ writing i.e. writing that is clear, enjoyable to read yet still deeply informative (the key word is ‘depth’).
Remember that it is a privilege to be given the time and opportunity to develop the rarified skill of academic writing in an institution of higher education so please don’t squander them and as RuPaul reminds us mere mortals: don’t f— it up.
I’ve written a short essay for the Indonesian film journal, Cinema Poetica, ahead of my forthcoming book, Gender and Islam in Indonesian Cinema (2017), published by Palgrave Macmillan:
There is perhaps a queasiness on the part of filmmakers, critics, and audiences alike about the label ‘Islamic cinema’. Such feelings are understandable because the creation of a fence around ‘Islamic cinema’ means constructing a very artificial unity out of a corpus of diverse films which are as diverse as the expressions of Islam and what it means to be Muslim. Although it has been used without much qualification, the genre and category of ‘Islamic cinema’ requires some unpacking.
This short essay makes a case that ‘Islamic cinema’ produced in the Indonesian film industry can justifiably be called ‘Islamic’ while at the same proposing that the ‘Islamic’ in filmmaking and other cultural practices in general be expanded and inclusive. In my forthcoming monograph, Gender and Islam in Indonesian Cinema (Palgrave Macmillan), I endeavour to create a systematic definition of ‘Islamic cinema’ through a gendered lens. I found, through textual analysis, archival data, and interviews with filmmakers, that the ‘Islamic’ in film can often be elusive and ambiguous rather than fixed and conveys its religious message through an intersection of gender, class, and the nation.
Cynical film critics in Indonesia argue that a film becomes Islamic when the Islamic veil is a significant feature of its main characters, setting the tone, mood and expectations for the unfolding narrative. Although the Islamic veil has become the synecdoche of Islam in the public sphere, it is too superficial a sign to signify the ‘Islamic’ film. Other critics take a more effects-oriented approach namely that Islamic cinema has the power to transform its audiences. For the Muslim audience, films with a wholesome Islamic message are thought to have a didactic effect and turn viewers into better Muslims.
On the other hand, non-Muslim audiences, especially in the post 9/11 world, are supposed to learn that Muslims are a peaceful and democratic people. While serviceable, these arguments about what Islamic cinema are inadequate when one begins to consider the range of subjects and opposing ideological and political views featured in Indonesian films with Islamic themes. Furthermore, ‘Islamic cinema’ as pure didactism and propaganda assumes the passivity of its intended audiences. ‘Islamic cinema’ may indeed have a transformative effect on its audience but not always those intended by its producers.
Scenes from ‘Islamic cinema’ Indonesia comprises of non-judgmental representations of apostasy from the Islamic faith to an unabashed celebration of prosperity Islam (and the critique thereof). In some films Muslim women valiantly challenge the patriarchal biases of Muslim men while other films portray polygamy in a romantic light. How do we make sense of a religious preoccupation in films while maintaining that these films are in some way ‘Islamic’?
To attend to this question, I take a roundabout way and find possible answers in What is Islam? The Importance of Being Islamic, in which the late Shahab Ahmed argues for a reclamation of the Islamic within the non-legal and cultural aspect of Muslim life. For too long, the legalistic dimension of Islam remained the pinnacle of what is properly considered ‘Islamic’ in the lives of Muslims. His approach is idiosyncratic as he advances his arguments with latent texts about the Islamic virtues of wine-drinking and visualization of animals and humans. There are many contradictions within Islamic practice across history and cultures that span the globe. We must embrace those inconsistencies in a “constitutional coherent manner, because this is the only way that we can map the human and historical reality of the internal contradictions of Islam”.
Like Jewish films, ‘Islamic’ cinema stands apart from other films with religious messages like The Passion of the Christ or Ben Hur, both incidentally not called ‘Christian films’ or part of a ‘Christian filmmaking’ tradition. All films in Indonesia are subject to production regulations to protect citizens from consuming material deemed blasphemous under Islamic law. Because of the restriction in Islam against the visual depictions of God, the prophet Muhammad, his family members, and other prophets, Indonesian films with Islamic elements are rarely ever about divine beings, prophets or even stories from the Quranic texts. For these reasons, film critic Eric Sasono argues that Indonesian films about the lives of Muslim individuals and communities are not commensurable with the typologies of Indian Hindu and Hollywood Christian films which bring into focus gods, prophets and tales from sacred texts.
The use of film as a medium for propagating religious messages goes back to the earliest days of cinema. Indeed, the apparent ‘Catholicism’ of early cinema is captured in Andre Bazin’s famous quote: ‘cinema was always interested in God’. Seventy films with biblical themes were made in the US and Europe before the First World War.
For the film scholar Conrad Ostwald, traditional cinema itself was a kind of secular religion: “The movie theater has acted like a secular religion, complete with the sacred space and rituals that mediate an experience of otherness”. This is because the film theater had been treated as a place of worship during the screening of biblical films. In 1908, the showing of The Life and Passion of the Christ was condemned by New York priest for taking place in a place of entertainment rather than in a church. Critics of the ‘secular’ screening suggested soothing organ music and incense burning to heighten spirituality of the film.
Biblical epics of early cinema became the wellspring for films made with other faiths in mind. The ‘Father of Indian cinema’, Dadasaheb Phalke was inspired by the life of Christ flickering across the silver screen:
While the life of Christ was rolling fast before my eyes I was mentally visualising the gods Shri Krishna, Shri Ramachandra, their Gokul and Ayodhya… Could we, the sons of India, ever be able to see Indian images on the screen?
The fruit of Phalke’s inspiration was the first Indian feature film, Raja Harischandra (1913), based on the Hindu Mahabharata.
Like the biblical epics of early cinema, dakwah or Islamic preaching is widely regarded to be central to the function of Islamic cinema and media. Derived from the Arabic term da’wa to mean call or invitation, dakwah in the Indonesian context is a general term to denote efforts to propagate Islam in society. Although dakwah is used to convert non-Muslims to Islam, the term is more commonly invoked for the strengthening of the Islamic faith and guiding Muslims to live by Islamic principles.
The use of cinema for dakwah, however, is vaguer in its execution. Nevertheless, it was embraced by Indonesia’s pioneering filmmakers such as Asrul Sani, Djamaluddin Malik, and Misbach Yusa Biran who made films for the purpose of dakwah. Clerics and religious commentators have often tended to define the dakwah film in terms of what it is not, in that it does not have the ‘immoral’ elements of Hollywood cinema and the preoccupation of Indonesian cinema with horror, the supernatural, and eroticized display of women.
In his 1965 essay entitled ‘Film sebagai dakwah’ (Film as dakwah), distinguished filmmaker Usmar Ismail urgued other filmmakers to ‘make films a media of (national) struggle and a media for Islamic proselytizing’. Dakwah films, he asserts, need not to be religious or commercial akin to the 1956 Hollywood blockbuster The Ten Commandments but should affirm Muslims as subjects of God.
A fellow contemporary of Usmar Ismail, Asrul Sani, however, held a more critical view. Sani argued that all dakwah films made during the New Order and the period after were misguided in their approach. For Sani, Indonesian dakwah films are preoccupied with ritualistic and dogmatic Islam with the intention of substituting the role of the Kyai or religious leader. He even rejects the term ‘Islamic film’, arguing instead that “all films that go beyond the surface of life are [actually] religious films”.
The cinematic visualization of religious stories made with the very intent of moral didactism goes to the heart of the belief that films can be educational, spiritual, and above all, a source of moral good to be absorbed by ‘the masses’. Films with religious messages routinely begin with excerpts from sacred texts, sermon, an image of a holy structure, all of which allude to that something highly moral is to be learned from watching the film. Defying all classical theories of secularization and the retreat of religion to the private sphere, religion in the 20th and 21st centuries, now repackaged in a more popular format than ever (some say commodified) has found its way into public consciousness in brighter, glossier, and more mobile iterations.
To what extent will cinema remain a ritual in the 21st century? Cinema-going numbers have been dwindling since the rise of home-viewing video cassette tapes, television, and the internet. The cinema is no longer the only place where one can gaze upon images of the spectacular and receive tales of moral heroism. Like stragglers of a long party, faith, and cinema alike stick around promising an experience quite profound and mysterious. In its yoking of everyday jihad with global mission of terrorism, chaste love with the seductive yet soul-destructive power of money, ‘Islamic cinema’ may provide its viewers answers for spiritual conundrums both quotidian and world-transforming. Like other genres, there is a suspension of time and space, and an immediate connection is made between the viewer and the glowing purveyor of moral truths.
It’s been nearly two years since I’ve returned to Malaysia after gaining a PhD. By this week, I would have finished 178 hours of teaching tallied from the lectures and tutorials of seven different courses* (excluding time spent preparing and marking). My proudest accomplishment thus far is less the mind-boggling number of hours within a short span of time than the sheer confidence to stand in front of my class and the commitment to the dramaturgy of teaching. And by teach, I mean an engagement with my audience involving eye contact, the to-and-fro-ing of questions and answers, and an intellectual discussion that sadly does not happen even in my own day-to-day interactions with my academic peers. The dramaturgy alludes to the highly performative aspect of my work as an academic; I seek to inform, delight, and to some small measure, entertain, my audience.
This is not say that I enjoy hanging around students when I am done with teaching for the day. Being an introvert, I loathe small talk and become very awkward when not duty-bound to deliver un-authoritative and un-academic things to say with students. I get nervous and quickly hide in my office when a lecture or tutorial is over. Despite being fiercely introverted and gripped by anxiety fifteen minutes before a lecture, I do enjoy being in front of a crowd so long as the exposure under the glare of the highly anticipating gaze of my students is purposeful and focused solely on me. I must be a closet diva. Seeing people hang to my every word thrills me. Watching students yawn and eyes gaze down into their smart phones makes me panic. I change the pace of my speech; I slow down to emphasise a point or slightly elevate my tone of voice to regain their undivided attention.
For every lecture, I am given two hours to speak. On Sundays where I teach at a private university, I am given three hours. I don’t always use the entire allocated time and usually take a five minute break in between (though ten minutes for the three hour class). During these precious breaks, I would run back into my office and watch a Youtube video or walk down the corridor, not thinking about anything. When I return there is no faffing about, I continue right away in a business-like manner. In class, I stand up because I believe it projects my voice better. I actually like the sound of my voice when I teach, more so when I am reading aloud a passage. That way I can focus on the modulations of my voice like a good voiceover or a reader of an audiobook.
Many a midnight oil was spent preparing the lectures, tutorial questions, exam questions, and quizzes and marking assignments. In my first year of teaching, I am frequently in my office until 1 am preparing my lecture notes for an early class the next morning. Belonging to the unpopular and uncool camp, I am a big proponent of Microsoft Office’s Powerpoint. I would be steered down a rambling path without it. Indeed, Powerpoint has a talismanic quality for me; I just need to glance at the slides and suddenly feel emboldened to speak to my class rather than reading aloud every word from the screen. The latter would be deathly dull even for me.
The slides for every lecture are prepared in the same way in every instance: one week before the lecture begins, by which time I would have done much of the necessary reading. When I re-teach the same courses in subsequent terms, I spend a couple of hours the day before of the lecture re-reading my lecture notes. For a new lecture, I would open thirty empty slides and begin to fill each slide with easy-to-digest two statements in clear and medium sized font. Every lecture consists about fifty to fifty-five Powerpoint sildes.The statements on each slide are prompts that guide my delivery. I don’t use many images although I know I should but don’t because I know I get easily distracted and derailed by a singular image on a slide. Text keeps me focused.
I try to keep the momentum going towards the end of the lecture, like a climax of an exciting film. The pace of my speech may speed up and I check again for eye contact and alertness amongst my students. Most times, I see facial expressions of engagement – nods, a smile, direct gaze or a shake of the head and a slack jaw. By the time I am done with a class, I feel victorious and utterly euphoric. Then as the students walk out the eye of my mind does not see faces anymore, I look forward to packing up and walk quietly away to spend time by myself.
* Of the seven courses, five I prepare and teach alone and two others are co-taught with another instructor.