Meaningfulness and Impact of Academic Research: Bringing the Global South to the Forefront

Alongside scholarly and societal dimensions of research impact, the meaningfulness of research, emerging from the link to context, is crucial. Authentic inclusion of Global South scholars based in the Global South aids these objectives.

Inclusive Education at Islamic and General Universities: An Analysis of Policies, Teaching Strategies, and Curriculum Implementation

This study recruited participants from UIN Sunan Kalijaga and Universitas Sanata Dharma in Yogyakarta and the University of Sydney, and the University of Western Sydney in Australia and aimed at investigating whether policies are implemented as a bridge to accommodate disabled students for admission and academic pursuits. In this combined policy research and case study, individual, group, and policymaker interviews were conducted. The findings indicate that, while university policymakers admit students with special needs, a lack of academic advocates among faculty has hampered understanding of pertinent policies. As a result, some lecturers do not pay attention to inclusiveness. There are environmental impediments, a dearth of services throughout the enrollment process, a lack of faculty competencies, and a paucity of information in syllabi indicating where impaired students can access resources. In Australia, colleges are more forthright about accommodating students with special needs during the enrolling process and during class time. Both campuses have disability assessment clinics. However, some are more physically and centrally positioned to facilitate impaired students who self-refer for services. The purpose of this paper is to argue that genuinely inclusive education is not segregated schooling that separates 'normal' pupils from those with special needs. For authentic inclusion, disabled populations require considerate, if not extraordinary, care and services. AbstrakPenelitian ini merekrut partisipan di UIN Sunan Kalijaga dan Universitas Sanata Dharma di Yogyakarta serta University of Sydney dan University of Western Sydney di Australia dan bertujuan untuk investigasi apakah kebijakan sebagai sarana untuk mengakomodasi mahasiswa difabel pada proses pendaftaran dan pencapaian akademik. Penelitian kebijakan dan studi kasus ini dilakukan melalui serangkaian interview dengan individu, kelompok, pembuat kebijakan. Hasil penelitian menunjukkan bahwa meskipun para pengambil kebijakan menjamin penerimaan mahasiswa dengan kebutuhan khusus, lemahnya dukungan para pengajar telah mengurangi perhatian penerapan kebijakan yang relevan. Akibatnya, beberapa pengajar kurang menaruh perhatian pada inklusivitas. Terdapat halangan lingkungan, kurangnya layanan selama proses pendaftaran dan kompetensi para pengajar, serta kurangnya petunjuk dalam silabus menjelaskan dimana mahasiswa difabel mengakses sumber-sumber yang diperlukan. Kampus-kampus di Sydney lebih transparan dalam memfasilitasi mahasiswa difabel selama proses pendaftaran dan kuliah. Terdapat banyak pusat layanan, beberapa secara struktural terpusat di kampus untuk diakses. Artikel ini berargumentasi bahwa pendidikan inklusif itu bukan sistem kelas yang memisahkan mahasiswa ‘normal’ dari yang berkebutuhan khusus. Untuk inklusi, mahasiswa difabel perlu digandeng dan mendapatkan pengajaran dan layanan yang memadai.How to Cite: Lessy, Z., Assegaf, A. R., Sirait, S. (2021). Inclusive Education at Faith-Based and Non-Faith Based Universities: A Policy, Teaching, and Curriculum Analysis. TARBIYA: Journal of Education in Muslim Society, 8(1), 1-15. doi:10.15408/tjems.v8i1.18992.

From the Indigeneous to the Religious Practices: Islamic Construction of the Local Tradition in South Sulawesi, Indonesia

Islam and indigenous tradition in Indonesia have long established interconnected relations in both social and ritual practices. This study elaborates on the Islamic construction of the indigenous Bugis-Makassar tradition. The “Haji Bawakaraeng” is one the familiar practice and is believed to exist in the South Sulawesi region. Term Haji Bawakaraeng is a religious practice contained with local Muslim beliefs carried out on Mount Bawakaraeng. This research uses a descriptive qualitative approach with data collection done through observation, interviews, and documentation studies. This study finds that the Bugis-Makassar habit of carrying out a series of rituals on the summit of Mount Bawakaraeng is an old belief facing the process of negotiation and adaptation to the teachings of Islam. The presence of the term Hajj as an Islamic construction and Bawakaraeng as a local cultural construction is the result of the construction of Islam on the local beliefs of the Buginese-Makassarnese. In addition, this study also illustrates the dynamics of the inclusion of Islam in South Sulawesi as a variative and authentic inclusion. Finally, this study explains the diversity of the Bugis-Makassar people which tends to change from indigenous traditions to religious practices due to the ongoing construction of Islam. This paper recommends the need for further studies on the issue of religious and cultural relations at the micro level to see the dynamics of changing socio-religious practices in the community.

Watching the Skies: An Overview of Indigenous Astronomy Curricula for Canadian K-12 Teachers

There is a growing body of Indigenous astronomy curricula and resources from Turtle Island for Canadian K-12 science teachers. Canadian teachers, particularly non-Indigenous teachers, may be interested in teaching Indigenous astronomy and Indigenous perspectives, but may not be sure where to start or how to do so authentically. Using a framework that centers Indigenous Knowledges, we carried out a systematic survey of online curricular resources that identified 82 online Indigenous Astronomy Knowledges (IAK) and categorized them according to Indigenous tradition, media type, and language. We put this survey in context by emphasizing Indigenous astronomy and research as living and equivalent knowledge systems that can be taught on their own or alongside traditional Western astronomy. Centering this discussion around Indigenous research values, such as relationships, respect, and reciprocity, we emphasize the importance of embracing Indigenous curricula intentionally and thoughtfully to go beyond superficial “Indigenizing/Decolonizing” of the classroom. Authentic inclusion of Indigenous Knowledges could take a number of forms, including presenting Indigenous astronomical concepts and terms as valid and equal to Western knowledge, and helping students understand the interconnectedness of knowledge and the importance of relationships in science.

HCI and User Experience Design Education

A thorough and robust understanding of responsible and ethical practices in UX is essential to user experience designers. Ethical UX practices include authentic inclusion, vulnerability in participants, the inclusion of IRB-protected groups in research, tolerance for risk and motivation, truth in research, fair and respectful conduct, informed consent, cultural sensitivity, accessibility in UX processes, stigmatized populations, idiosyncratic populations, right to privacy, and an understanding of ADA-compliant accommodations by UX researchers and participants. This chapter will introduce these principles as well as demonstrate one possible application in an undergraduate design classroom.