UIII and University of Melbourne Host Joint Webinar on Middle Leadership in Schools
UIII and University of Melbourne Host Joint Webinar on Middle Leadership in Schools
October 18, 2024
Contributor: Supriyono | Editor: Dadi Darmadi
The UIII Faculty of Education and the University of Melbourne, Australia, held a collaborative webinar on Tuesday, October 15, 2024, exploring the essential role of middle leaders in Malaysian and Indonesian schools. The event, themed “The Role of Middle Leaders in Malaysian and Indonesian Schools,” attracted educational practitioners and researchers interested in leadership dynamics in the Southeast Asian context.
Dr. Bambang Sumintono, a lecturer and Head of the PhD in Education program at UIII, opened the discussion with his presentation titled “Bridging the Gap: Understanding the Role of Middle School Leaders in Indonesia’s Educational System,” sharing findings from his ongoing UIII-funded research.
Dr. Sumintono highlighted a unique aspect of Indonesian middle school leadership, saying that middle leaders are often appointed either by popular vote from their peers or through direct appointment by school principals. This approach creates a distinct dynamic, though also provides potential drawbacks as the appointed might not properly prepare for filling up the position.
The second speaker, Dr. Donnie Adams, a lecturer at the Faculty of Education, the University of Melbourne, delivered his presentation titled “Shaping Futures: Middle Leadership Roles in Malaysian Schools.” Focusing on Malaysia’s multi-ethnic school system, Dr. Adams discussed the role of middle leaders in national schools, Tamil schools, and Chinese schools, each with its own unique cultural context.
Compared to Indonesia, the dynamic of school leaders in Malaysia, as presented by Dr. Adams, emphasized a more structured process, dynamized by the multicultural aspects each school has either from Malay national influence, or Chinese and Tamil cultures. This highlighted that context is crucial in shaping middle leadership practices.
The webinar concluded with an engaging Q&A session, where participants delved deeper into the roles of middle leaders within Indonesian and Malaysian educational systems. The event underscored the importance of middle leaders in building adaptive, culturally aware schools and highlighted areas for potential cross-cultural research and collaboration.
Both UIII and the University of Melbourne expressed optimism about further joint initiatives to deepen understanding and strengthen educational leadership across Southeast Asia. Both parties are committed to continuing their collaboration in holding the next series of webinars in the future.
A Deeper Understanding of Critical Feminist Methodology
A Deeper Understanding of Critical Feminist Methodology
October 14, 2024
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: M. Sufyan As-Tsauri
Depok, October 3, 2024 — The UIII Faculty of Education held a thought-provoking public lecture on Thursday, October 3, featuring Prof. Nina Nurmila, Dean of the Faculty of Education. Speaking to a packed audience in Theater Hall Faculty A, Prof. Nurmila explored the intricacies of critical feminist methodology, a vital yet often debated aspect of modern research.
Prof. Nina Nurmila is a distinguished Professor of Gender and Islamic Studies. She earned her MA from Murdoch University in 1997 and a PhD from the University of Melbourne in 2007. Her academic journey includes prestigious roles such as a Fulbright Visiting Researcher at Temple University in Philadelphia in 2000, an Endeavour Postdoctoral Research Fellow at the University of Technology, Sydney, in 2008, and a Fulbright Visiting Professor of Islamic Studies at the University of Redlands, California, from 2008 to 2009.
Prof. Nurmila began by addressing ongoing debates from the 1990s over whether feminist methodology stands as a distinct research paradigm and methodology. She pointed out that opponents have argued against its independence, suggesting that feminist methodologies lack a unique perspective and draw heavily from established paradigms like Marxism and critical theory. Others contend that feminist approaches lack coherence due to the diverse perspectives within feminism itself.
However, Prof. Nurmila presented a compelling case for recognizing feminist methodology as unique, emphasizing its intentional rejection of male-dominated research paradigms. “Feminist researchers prioritize women’s perspectives and their societal positions, presenting a contrast to traditional methodologies focused primarily on male experiences,” she explained. She further noted that feminist research introduces a unique lens for understanding the world, often centered around the impact of patriarchy.
The criteria that define feminist methodology, as presented by Prof. Nurmila, include examining issues through a female prism, in which women are both the focus and interpreters of inquiry. Feminist methodology also encourages “consciousness raising,” a quality described as the advantage that female researchers have in understanding women’s experiences from within an “oppressed group.” She added that this “double vision” enables feminist researchers to empathize deeply and interpret their findings more accurately.
Highlighting her own work, Prof. Nurmila referenced several examples of feminist research, including her publications like “Women, Islam, and Everyday Life” (Routledge, 2009) and an article examining husband-wife dynamics (Al-Jamia’ah: Journal of Islamic Studies, 2013). She reflected on how feminist methodology shapes her qualitative research, occasionally integrating quantitative data while retaining a feminist analytical lens.
In her conclusion, Prof. Nurmila discussed how feminist methodologies transform traditional academic language structures, shifting from objective, passive language to more subjective, active voice. She also emphasized the importance of non-gender-biased language, advocating for inclusive terms such as “human power” rather than “manpower”.
Prof. Nurmila’s lecture left the audience with a deeper understanding of critical feminist methodology and its transformative impact on research. Through her insights, she highlighted the importance of inclusivity and empowerment within academia, calling on future researchers to consider feminist perspectives in fostering societal progress. The event exemplified UIII’s commitment to fostering an environment open to new perspectives in research, welcoming research paradigms, methodologies, and methods that advocate for societal change and scholarly diversity.
source: https://uiii.ac.id/events/read/57698/a-deeper-understanding-of-critical-feminist-methodology
Happy World Mental Health Day from UIII
Happy World Mental Health Day from UIII
October 10, 2024
By A/Prof. Charyna Ayu Rizkyanti, Ph.D*
The recent increase in student suicide cases highlights significant issues within the educational system. These cases may represent the tip of the iceberg of many intricate psychological challenges within the educational setting that have been overlooked and lack effective comprehensive solutions. To be frank, one of the vulnerable populations most likely to experience mental health problems is university students.
In 2023, over three-quarters of college students (76%) experienced moderate to serious psychological distress, with 36% of students diagnosed with anxiety, 31% meeting the criteria for suicidal ideation, and 13% having intentionally injured themselves within the year (American College Health Association, 2023). In Indonesia, it has been reported that mental disorders now often occur in the 18–25-year age group. This phenomenon is closely related to students, including college students, with about 64% of the younger generation experiencing anxiety problems, while 61.5% of them have symptoms of depression (Kemdikbud.go.id, 2023).
Serious mental health issues can affect our relationships, career, and long-term goals, including our studies, such as struggling with academic demands, adjustment issues, and managing various responsibilities. Thus, it is crucial to create a positive, safe, and supportive environment where students do not solely focus on being the best of the best in academic matters, which might lead them to become super competitive and ambitious individuals, and further, narcissistic. On top of that, it is essential to foster students and remind them that each of them is unique with different potential. As a consequence, campuses must rethink their approach (American Psychological Association, 2022). Educational institutions need to provide counseling services on campus that are equipped with counselors and psychologists who are trained to support students in need.
For students and those who have concerns, there are two things we can do at the very least to maintain mental health:
1. First and foremost, you must be able to acknowledge your thoughts and feelings.
We can’t control what’s coming to us, but we can control our response. As part of controlling our response, let’s accept our emotions, because all feelings (all emotions) are valid. Pain is a unique human experience. Don’t deny your feelings just because we don’t want to be called overly sensitive or ‘baper.’ We have the right to own it.
You may then select from a variety of responses that best suit your reaction. You have the option to avoid, modify, adapt, or simply accept the situation. In other words, allow yourself some space. Once you achieve mental clarity, your emotions will become more stable, enabling you to manage the circumstances more effectively.
2. Practice self-care, which means caring for yourself.
It includes anything we do to keep ourselves healthy — physically, mentally, and spiritually. It can be giving yourself a break that doesn’t cost anything, such as taking a walk, getting enough sleep, praying, reflecting, listening to audiobooks, meeting up with friends and family, and having a good laugh. Talking to someone, including a professional, is also part of self-care. Among so many things you can do, remind yourself to always be kind. You can be in pain but still be kind to others.
To conclude, everyone is struggling with their own mental health, including you and me. But we always have a choice to solve our problems. And we know, this too shall pass. Thus, keep embracing our values, be kind, and make space for ourselves.
One day we will say ... 'It was hard, but we made it.'
________________
*) A/Prof. Charyna Ayu Rizkyanti, Ph.D, is a mental health advocate and lecturer at the Faculty of Education, Universitas Islam Internasional Indonesia (UIII)
source: https://uiii.ac.id/perspectives/read/57695/happy-world-mental-health-day-from-uiii
Garuda and Eagle: A Mexican Student’s Reflection on State Symbols at Indonesia’s Parliament
Garuda and Eagle: A Mexican Student’s Reflection on State Symbols at Indonesia’s Parliament
October 06, 2024
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Achmad Jatnika
It was a bright morning on September 24, 2024, when 15 students from Universitas Islam Internasional Indonesia (UIII), led by the International Office and Student Affairs, boarded a bus for a special visit to the Indonesian Parliament Office and House of Representatives (DPR-MPR RI) in Central Jakarta. They were attending the OIC International Youth Summit, an event organized by OIC Youth Indonesia.
Among the students was Alberto Emmanuel Conti Morales, a PhD candidate from Mexico studying at UIII’s Faculty of Education. For him, this was not just an opportunity to engage in critical discussions but also a journey through culture and symbols that stirred deep reflections on identity and nationhood.
"The place is very nice, appealing, and interesting. I never thought we would be in such a formal and important setting. I had expected something more informal, so I was pleasantly surprised," he shared, marveling at the grandeur of the building, as they arrived at Gedung Nusantara V of the parliament office.
Having visited the Mexican Parliament ten years prior, Alberto found himself comparing the two structures. "In Mexico, the parliament building is bigger, but this one feels more modern. Perhaps it's because a decade has passed since my last visit. But what really caught my attention was the difference in the atmosphere, the Indonesian parliament seems to reflect a deep sense of national pride."
Alberto was especially captivated by the Indonesian national symbols. As he sat in the parliament, his eyes were drawn to the imposing Garuda emblem, a reminder of Indonesia’s foundational values.
"In Mexico, we have a national seal too, an eagle with a snake. It’s very similar to Indonesia’s Garuda in terms of strength and symbolism. But in Indonesia, the Garuda represents more than just a national identity. It embodies the spirit of Pancasila, the philosophical foundation of the country. I found that deeply fascinating because it highlighted how much meaning Indonesians place on their symbols,” he said.
The summit Alberto visited was an annual summit held by OIC Youth Indonesia, an organization aimed at empowering and uniting young Indonesians under the values of the Organisation of Islamic Cooperation (OIC). It provides a platform for youth engagement on both national and international levels, promoting collaboration, leadership, and dialogue.
As the summit began, the room filled with the voices of youth leaders and speakers, all discussing the role of young people in shaping a post-OIC world. The conversation quickly turned to the importance of religion in civil society—a topic that resonated deeply with Alberto. As someone who hails from a country where religion is increasingly seen as a personal matter, he was struck by the Indonesian emphasis on faith as a core element of national unity and progress.
"The discussion was interesting, especially because of how central religion is to society here in Indonesia. In Mexico, religion is no longer a public matter; it has become something personal, something private. But here, it's clear that religion still plays a significant role in nation-building. It was eye-opening to see how much Indonesians rely on their faith in shaping their civil society," Alberto reflected.
For Alberto, the OIC International Youth Summit was more than just a political event—it was a mirror reflecting the values of a nation, a reminder of the power of symbols and faith in shaping identity. As he left the Indonesian parliament office with his fellow students, he carried with him not only the lessons from the summit but also a deeper appreciation for the cultural richness of his host country, Indonesia.
Who says that men cannot take charge of early childhood education?
Who says that men cannot take charge of early childhood education?
October 03, 2024
Contributor: Intan Fasya Zahara & Queen Salsabila | Editor: Supriyono
For too long, the field of early childhood education has been stereotyped as a profession dominated by women. Many believe that nurturing young children, guiding their early learning, and working within early childhood development is best suited to women.
However, Muhamad Maulana and Muhammad Lutfi Assidiqi, two male students from the UIII Faculty of Education (FoE), set out to challenge this perception as they decided to intern at an organization focused on early childhood education across Southeast Asia in Bandung, West Java.
From July 22nd to August 22nd, 2024, Lutfi and Maulana, along with five other students from the faculty, participated in a month-long internship at SEAMEO CECCEP, a regional organization dedicated to early childhood care and education (ECCE) and parenting across Southeast Asia.
Lutfi, who was assigned to the Advocacy and Partnership division, found the experience particularly enriching. "I was initially nervous about how I’d be received as a male in this field, but I quickly realized that my gender didn’t matter. What mattered was my contribution to the discussions and projects,” he reflected.
Lutfi's tasks were varied and challenging. He participated in policy discussions, worked on a curriculum for Cambodia, and helped prepare reports that would later be launched internationally. “Being involved in these projects helped me see that men, too, have an important role in shaping the future of early childhood education,” he added.
Similarly, Maulana, who worked in the Research and Development (RnD) division, shared his experience of facing societal assumptions. “I’m particularly aware that the field of early childhood is often associated with women,” he said. "But during the internship, I realized how much value men can bring to this field.”
Maulana’s role involved working on parenting and the child’s transition from kindergarten to elementary school. He was particularly mesmerized by how early childhood education shapes individuals’ lives into adulthood. “We’re not just dealing with children; we’re building the foundation for future generations,” he noted.
This internship experience has allowed Lutfi and Maulana to shatter preconceived notions about men in early childhood education. Their participation not only challenged societal stereotypes but also opened doors for future male students to be involved in the field. Their spirit aligns closely with the values that UIII upholds in promoting gender equality in education, particularly in early childhood.
This internship is a component of the Independent Study course offered by the Faculty of Education, allowing students to engage in self-directed projects that contribute to their future career or research growth. In addition to partnering with organizations like SEAMEO CECCEP, students have also gained internship experience at the Indonesian House of Representatives (DPR RI) and various international schools in Indonesia.
LunchTalk #33 on Educational Access for Indonesian Migrant Workers
LunchTalk #33 on Educational Access for Indonesian Migrant Workers
September 26, 2024
Contributor: Supriyono | Editor: Dadi Darmadi
The Faculty of Education at Universitas Islam Internasional Indonesia (UIII) held its 33rd LunchTalk on Tuesday, September 24, 2024, featuring M. Arif Rahman Hakim, PhD, a scholar in residence from UIN Fatmawati Sukarno Bengkulu, with the topic “The Urgency of Educational Access for Indonesian Migrant Workers in Malaysia: Policy Issues and Proposed Solutions.”
Dr. Hakim began by outlining the educational background of Indonesian migrant workers, noting that the majority—about 78%—are junior high school graduates or lower, with half having only completed elementary school. These workers often migrate due to limited job opportunities in their home villages and the prospect of earning higher wages abroad, despite most earning an average salary of MYR 2,000, far below the MYR 5,000 threshold required to bring their families to Malaysia.
During the talk, Dr. Hakim highlighted the educational programs that have been implemented for these workers. These include formal schools established by the Ministry of Education (MoE) and the Indonesian Embassy, which operate three schools across Malaysia. Universitas Terbuka, in collaboration with the Indonesian Embassy, has also developed undergraduate programs that serve over 1,300 students.
Furthermore, 17 institutions under the Sanggar Bimbingan Belajar (community learning centers) initiative provide alternative education through Package A and B programs, which are equivalent to elementary and junior high school education. Additionally, short competency courses have been introduced through collaboration between Indonesian community organizations and educational institutions in Malaysia.
The talk also touched on the role of Indonesian academics and researchers in enhancing access to education. “Scholars have been involved in sending students as volunteer teachers, developing educational modules, and conducting literacy workshops in collaboration with the Indonesian Embassy and community organizations,” Dr. Hakim emphasized.
The LunchTalk series is a flagship initiative of the UIII Faculty of Education, designed to provide an informal yet intellectually stimulating platform for scholars, practitioners, and students to engage in discussions on critical issues in education. Currently a research fellow at the Faculty, Dr. Hakim contributes his expertise in migrant education, bringing global perspectives to the local context while continuing his research on policy interventions for educational advancement.
Strengthening Research Standards: UIII Takes Steps to Establish Ethics Committee
Strengthening Research Standards: UIII Takes Steps to Establish Ethics Committee
September 26, 2024
Contributor: Achmad Jatnika | Editor: Supriyono
UIII is taking a significant step toward establishing its Ethics Committee, a move initiated by the Directorate of Research and Strategic Cooperation, aimed at enhancing its research standards on the international stage.
As part of this initiative, UIII invited Dr. Augustina Situmorang, a member of the Ethics Committee at the National Research and Innovation Agency of Indonesia (BRIN), to advise on the core principles of ethical clearance for research in the social sciences and humanities. The workshop took place on September 19-20, 2024 at the Mercure Hotel, South Jakarta.
UIII Rector Prof. Jamhari highlighted the Ethics Committee as a vital step in aligning UIII's research with international standards, reaffirming the university’s commitment to becoming a center of excellence in research and innovation.
At the event, Dr. Situmorang explained that ethical clearance serves as a vital tool to ensure that research is conducted with integrity and accountability. “Ethically sound research must be respectful, protective, and fair to its subjects, adhering to the norms of the society in which the research is conducted,” she said.
She emphasized that ethical clearance is designed to safeguard research subjects from physical harm, psychological stress or regret, social stigma or ostracization, and legal repercussions resulting from their participation in research. She, further, outlined three key principles of research ethics when working with human subjects, namely respect for persons and communities, beneficence, and justice.
On the respect principle, she emphasized the need to honor autonomy, uphold individual and community dignity, ensure protection for participants, and respect local cultures and traditions. Regarding beneficence, she underscored that researchers must aim to maximize benefits while minimizing potential harm. She also highlighted the importance of evaluating how research outcomes might affect participants.
Finally, on the principle of justice, Dr. Situmorang pointed out that researchers must maintain a fair balance between the burdens and benefits of research participation. She stressed that participants should be treated with consideration for their individual backgrounds and conditions, with special protections in place for vulnerable subjects.
The establishment of the Ethics Committee at UIII aims to ensure that all research conducted at the university adheres to rigorous ethical standards, fostering a culture of integrity and responsibility. By implementing these practices, UIII aims to elevate the quality and credibility of its research outputs, further strengthening its global reputation and supporting its mission to become a leading hub for ethical and innovative research.
Dr. Rifqi Muna's Call for Academic Integrity to the New Student Cohort
Dr. Rifqi Muna's Call for Academic Integrity to the New Student Cohort
September 18, 2024
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Achmad Jatnika
One of the highlights during the UIII Convocation Week 2024 was a thought-provoking presentation by M. Rifqi Muna, PhD, Head of the Academic Senate, on “Student Code of Conduct at UIII.” Moderated by M. Yazid, Lc, Head of the International Office and Student Affairs, the session provided a deep dive into the ethical framework that guides the UIII community.
Dr. Muna began by redefining the role of students at UIII, emphasizing that they are not just learners but colleagues. This distinction is crucial in a graduate institution where the exchange of ideas and critical dialogue with lecturers is encouraged. It sets the tone for a collaborative academic environment where intellectual growth is a shared journey.
Central to Dr. Muna’s message was the importance of academic integrity and respect. He passionately spoke about the values of honesty, trust, fairness, and respect, which are the bedrock of UIII’s academic ethos. Academic integrity, he noted, is not just a personal commitment but a collective responsibility that upholds the credibility of the entire institution. He detailed the various forms of academic dishonesty, including plagiarism, and stressed the need for a vigilant and proactive stance against such practices.
UIII’s diverse community was another highlight of the session. Dr. Muna celebrated the rich backgrounds, races, ages, and religions that make up the UIII family. He urged students to embrace this diversity and engage in mindful cross-cultural understanding. This inclusivity, he argued, enriches the academic experience and fosters a more holistic learning environment.
Respecting the rights of others and acting responsibly were key themes in the discussion on general conduct. Dr. Muna emphasized that being part of UIII means committing to civility in all interactions. This includes adhering to laws both on and off campus and maintaining respectful behavior in all spaces, including digital platforms. The message was clear: UIII students are ambassadors of the university’s values, wherever they are.
The session also addressed other critical policies. UIII’s stance against discrimination based on political affiliation was unequivocal. Additionally, the university’s commitment to a safe learning environment was also underscored, with zero tolerance for sexual misconduct, including harassment and assault. Dr. Muna encouraged students to actively engage with their peers, fostering a supportive and connected community rather than isolating themselves.
Dr. Muna’s insights provided a clear vision of what it means to be a part of the UIII community. His words resonated with the audience, inspiring them to uphold the highest standards of integrity and respect in their academic and personal lives. This session was a powerful reminder of the values that define UIII and the collective responsibility of its members to live by them.
Learn Math in a Fun Way with Dr. Destina Wahyu Winarti
Learn Math in a Fun Way with Dr. Destina Wahyu Winarti
September 13, 2024
Contributor: Supriyono | Editor: Dadi Darmadi | Photo: Achmad Jatnika & Destina W. Winarti
If you are in the first category, that is great for you. But if you are in the latter, worry not! You are not alone. For many students, math was a challenge that felt insurmountable. It is often seen as distant and difficult, a public enemy that turned once-curious minds into frustrated ones.
But what if it did not have to be this way? What if math could be transformed into a subject that is enjoyable to learn? This is the question that mathematic scholar Dr. Destina Wahyu Winarti, from the UIII Faculty of Education, strives to address. In her latest published journal article, Dr. Destina found a way to make math more accessible, more relatable, and—dare we say it—more enjoyable.
“So, this is an experimental study that assessed the effectiveness of a spatialized mathematics intervention on the mathematical performance and spatial visualization skills of students from an underprivileged Indonesian community,” Dr. Destina said.
The main concept of the study is the so-called “spatial reasoning,” which is “the ability to visualize and manipulate objects in space.” This is a skill we all use in everyday life, such as when we pack a suitcase, arrange furniture, or even navigate a crowded room. In her study, Dr. Destina asked, could this everyday skill be the key to unlocking a better understanding of math?
To find out, she teamed up with Assoc. Prof. Sitti Maesuri Patahuddin and Prof. Tom Lowrie from the University of Canberra, Australia. Together, they conducted a study with 407 eighth-grade students, dividing them into experimental and control groups. The experimental group received the spatial mathematics intervention, while the control group continued with the standard mathematics curriculum.
For the experimental group, Dr. Destina and the team introduced a new kind of math lesson, one that incorporated spatial reasoning into the curriculum. Instead of just memorizing formulas, students were encouraged to visualize problems, think about shapes, and explore solutions in a more hands-on, intuitive way.
“The pre-test and post-test indicated that the students receiving spatial intervention exhibited significant improvements in spatial visualization skills and mathematics performance compared to those who did not,” Dr. Destina explained. “This suggests that one of the possible solutions to improve students’ mathematics performance and their spatial ability is through spatializing the mathematics curriculum.”
Dr. Destina’s findings in innovating mathematics education have the potential to improve student's math performance, especially for those who have traditionally struggled with the subject. By integrating spatial reasoning into the curriculum, she has shown that math can be more than just numbers and equations—it can be a dynamic and engaging subject that taps into students’ natural abilities and interests.
Dr. Destina’s study aligns with the values that UIII upholds in conducting breakthrough research that can generate innovations and make impacts on societies, not only in the education aspect but also in other fields such as economics and business, politics and social sciences, and Islam and Muslim societies.
source: https://uiii.ac.id/news/preview/57662/home/learn-math-in-a-fun-way-with-dr-destina-wahyu-winarti
Lunch Talk with Dr. Elizabeth Summerfield Shares Insights on ‘Finding Your Voice in Research’
Lunch Talk with Dr. Elizabeth Summerfield Shares Insights on ‘Finding Your Voice in Research’
September 05, 2024
Contributor: Supriyono | Editor: Dadi Darmadi
The UIII Faculty of Education hosted its 32nd Lunch Talk on August 27, 2024, featuring Dr. Elizabeth Summerfield, a visiting research fellow from the University of Adelaide and a representative of Australian Volunteer International (AVI). Dr. Summerfield delivered an insightful presentation titled “Finding Your Voice in Research: When the ‘Personal is Political.’”
At the event, Dr. Summerfield shared her journey in academia, focusing on how personal experiences can profoundly influence research. She began by recounting her PhD backstory at the University of Melbourne, explaining how her life experiences starting from when she was little till her university life shaped the questions she asked and the research paths she pursued.
In particular, she shared fascinating discoveries about a prominent Australian environmentalist and even touched on connections to Albert Einstein's work. She discussed how Einstein’s philosophies and scientific principles influenced her thinking and research methodology. Specifically, she explored Einstein’s views on the interconnectedness of personal experiences and broader societal issues, encapsulated in the notion that “personal is political.”
She explained that “the personal is political” became a phrase that guided her through the complexities of her research. She emphasized that acknowledging the personal elements in scholarly work not only enriches the research process but also brings a deeper understanding of the subject matter.
She also wove in wisdom from various sources to illustrate her points. She quoted Prophet Muhammad, saying, “The ink of the scholar is more sacred than the blood of the martyr,” to highlight the profound impact of knowledge. She also referenced Nelson Mandela’s famous statement, “Education is the most powerful weapon which you can use to change the world,” underscoring the transformative power of education.
Additionally, she encouraged attendees to maintain a spirit of inquiry, echoing Einstein’s words: “Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning.”
The presentation concluded with an engaging Q&A session, where participants explored the implications of the ideas of integrating personal narratives into academic research. The discussion highlighted the balance between objective analysis and the subjective influences that shape a researcher’s perspective.
The Lunch Talk is part of UIII’s ongoing initiative to promote critical thinking and encourage scholars to share and/or be inspired by other scholars. Dr. Summerfield’s talk aided the audience—faculty members and graduate students—to reflect on their own research journeys and the role that personal experiences play in their scholarly endeavors.