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Enrichment Foreign Fulbright Fulbright-Millennial Trains Project

Go by Train: Taking Inspiration from Portland

August 7, 2014

Members of the 2014 Fulbright-Millennial Train group at the top of Oregon Health & Science University’s Portland Aerial Tram with Portland’s First Lady, Nancy Hales (left)

Our Fulbright-MTP participants made it safely to Portland for today’s launch of the MTP 2014 journey. They depart at 4:00 p.m. PDT (7:00 p.m. EDT) today and head first to Seattle, WA. Here, Fulbright Student from Indonesia, Alyas Widita, talks about arriving in Portland.

It felt like the flight from Minneapolis to Portland was the longest flight I had ever taken. The flight only took about three and a half hours, but the excitement of participating in this year’s Fulbright-Millennial Trains Project (MTP) made me impatient to arrive in Portland and meet with my MTP colleagues. Additionally, the fact that I sat in an aisle seat prevented me from being able to see the amazing American landscape down below, and also contributed to the feeling that the flight was longer than it actually was.

By the time I stepped off the plane and arrived at the terminal, bathed in light, I rushed to find the Flying Elephants deli, where Lindsay Patross (one of the MTP social media staff members) and Chris Dowd (brother of MTP founder Patrick Dowd) were waiting for the Fulbright-MTP participants to arrive. I was relieved to spot an MTP banner and the Flying Elephants deli easily and had a short chat with Lindsay and Chris, who guided me on how to get to Union Station via streetcar/tram. The journey to Portland’s city center allows tram passengers to witness a glimpse of the city’s natural beauty, and many of its enormous bridges and buildings.

Following Chris’ suggestion, I took the Red Line tram and stopped at the Old Town/Chinatown Station, where I had to walk approximately five blocks to reach Union Station. As I walked from the tram, I began to understand why Portland is often referred to as an example of excellent urban planning. The city planners have put much effort into ensuring that the streets, an element of the city that is continuously reiterated as the biggest public space, foster human interaction.

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Enrichment Foreign Fulbright Fulbright-Millennial Trains Project

“Millennials and Future Cities”

August 7, 2014

Our Fulbright-MTP participants made it safely to Portland for today’s launch of the MTP 2014 journey. Here they reflect on their Fulbright experience thus far, what they believe are the most pressing issues facing global Millennials today and how their Fulbright-MTP project is a vehicle for enhancing mutual understanding between the people of the United States and the people of other countries.

In the words of Alyas Widita, a Fulbright Foreign Student from Indonesia:

Alyas Widita is a current Fulbright Foreign Student from Indonesia.

I feel very fortunate to be awarded a Fulbright scholarship as it has enabled me to immerse myself with the voices, perspectives, and ideas of fellow Fulbrighters and Millennials around the world. Through these meetings and conversations, I believe the pressing challenges of my generation, the Millennial, are centered around one term: connection. Millennial is the first generation that has the resources and technology to recognize the world is, essentially, inextricably linked. Not only does the linkage manifests in global challenges such as climate change, sustainability, economic development, etc., but also relates to our daily life — what we wear and how we move. To that end, I believe the Millennial generation can shape a better world by further intensifying connection and solidifying understanding between themselves, as well as with generations before and after them. I would like to make sure Millennials and generations after me will continue to enhance this connection by being an active advocate of knowledge and cultural exchange.

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U.S. Fulbright

A Homecoming to the “City of Heroes,” By Dahlia Gratia Setiyawan, 2008-2009, Indonesia

August 3, 2011

I’ve come to admire and enjoy so much about Indonesia since my first visit there in 1999 on an undergraduate semester abroad. Accordingly, returning on a Fulbright grant to conduct dissertation research on Indonesian migration to the United States was in many ways a homecoming. And, as every homecoming is often filled with new discoveries as well as pleasant familiarities, this one met — and then exceeded — my expectations.

My Fulbright year began in November 2008 when I arrived in Jakarta to obtain my research permits with the help of the American Indonesian Exchange Foundation (AMINEF, Indonesia’s Fulbright commission). After completing these preliminaries and enjoying some time getting acquainted with the city, I was off to Surabaya, the nation’s second largest metropolis, to settle in and begin my fieldwork.

As I soon discovered, Surabaya is an especially exciting place in which to live and conduct historical research. Named the “City of Heroes” in honor of the valiant efforts of its citizenry during the Indonesian National Revolution, traces of the past linger on amidst a rapidly changing urban landscape. Places such as Tanjung Perak harbor, a working port since pre-modern times, the centuries-old ethnic residential settlements known as kampung, a diverse array of still-proud colonial-era buildings, and a wealth of archives, libraries, and museums make Surabaya an ideal site for an historian of any era.

In seeking to analyze episodes of Indonesian migration to the United States, I immersed myself in the city from which so many recent migrants originated and collected their stories. I spent time engaging in a variety of activities. Document hunting at the municipal archives and the Yayasan Medayu Agung library, recording former migrants’ original oral histories and conducting interviews with U.S. Consulate General staff in Surabaya, all yielded outstanding dissertation materials. Upon reviewing each of the sources I gathered, I’m reminded of the kindness and generosity shown to me during my fieldwork.

Beyond my research connections, additional encounters produced some of my most meaningful Fulbright moments. As a visiting lecturer in the Department of History at Airlangga University, my affiliate institution, I became part of a remarkable community. In appreciation and exchange for the University’s sponsorship, I co-taught seminars, mentored undergraduates, and helped organize an international academic conference on urban history. My colleagues’ unrivalled encouragement and support (and good–natured teasing about my Indonesian pronunciation) as well the opportunity to engage with an extraordinary group of students, are memories I continue to cherish. Off campus, volunteering as a cultural ambassador for the U.S. Consulate General brought me in contact with school children, journalists, and policy makers with whom I talked about life in the United States, Indonesians in America, and my Fulbright experiences. Representing my country in this capacity was truly an honor and has piqued my interest in pursuing a Foreign Service career.

My year in Indonesia prepared me not only to start writing my first dissertation chapters, but to also take on the next chapter of my life. Whether my next travels are to Indonesia or to somewhere entirely new, I’ll be able to transform any journey into a visit to a home away from home by drawing from my Fulbright experiences.

Tips for Prospective Study/Research Applicants:

Design a feasible project and communicate your plans clearly in your application. When working on this step, ask: Can I reasonably carry out these plans within the parameters of the grant period? I found it helpful to envision and describe my project in terms of phases, each with some specific goals, and detail how I planned to accomplish each of them.
Be proactive in reaching out to potential affiliates. Actively seek out affiliations by taking advantage of resources at your disposal, be they contacts at your college or university, online Fulbright resources, or other fonts of information. Once you come up with potential options, don’t be shy about getting in touch and inquiring about the possibility of an affiliation. Most organizations will be very happy to hear of your interest!
Make the most of your affiliation(s). Once abroad, the organization(s) with which you are affiliated present a great opportunity to gain immersion in the country and culture in which you’re living. Spend time getting to know the people there and volunteering when and how you can. Not only will you achieve the grant objectives of increasing mutual understanding and promoting cross-cultural awareness, you may even gain some new friends and receive a good deal of research support.
Be open to exploring. Whether it’s taking tips from local scholars on lesser-known research sites, allowing for variations in your schedule, or even trying different foods, don’t be afraid to step away from your proposed project agenda now and then to explore and experience new things.

Photo: Dahlia Gratia Setiyawan, 2008–2009, Indonesia (second from right), with her colleagues in Airlangga University’s Department of History

Questions for Dahlia about her Fulbright experiences? Feel free to email her at DSetiyawan.AlumniAmbassador@fulbrightmail.org.

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U.S. Fulbright

Teman Selalu/Friends Forever, By Sierra Carter, 2008-2009, Fulbright English Teaching Assistant to Indonesia

July 11, 2011

When I first arrived in Surabaya, Indonesia, as a Fulbright English Teaching Assistant I expected to visit the local zoo, learn Bahasa Indonesia (the national language), and become familiar with my new home. I did not, however, expect to learn how to swim, hike to a waterfall, or encounter people who were genuinely confused about my nationality. All of this happened — and so much more.

I also met people who changed my life forever. My host family treated me like a daughter and thoughtfully answered my questions about Islam and holidays such as Ramadan and Idul Fitri. They also taught me about Indonesian culture and cuisine. Women in my host community shared beauty secrets and lured me, kindheartedly, into getting a makeover. Family friends whisked me away via motorbike to experience the sights and sounds of Surabaya. Nevertheless, none of this happened overnight.

When I first arrived, I was often mistaken as someone from Papua or Africa, but never from America.

Word gradually spread that an American—an African-American—was in town and teaching at a nearby school. That cleared up some confusion. Residents came to understand that I wasn’t being disrespectful when I did not speak. I simply did not know how to respond to their questions, but I soon learned.

Despite having no background in Bahasa Indonesia, students constantly challenged and encouraged me to learn more and more about the language until I got better. I demanded the same of them when it came to learning English.

One student in particular kept me on my toes—Ela Munica. She was a quick study and was always ready to learn more. When Ela invited me to her home, she introduced me to her English protégé, an eight-year-old girl who lived in the neighborhood. While there, Ela confided that she was prepping to apply for a scholarship to study in America. When I left Ela’s home that evening, I was quite inspired by her generosity and continuous drive. I still am.

Prior to leaving Indonesia, Ela insisted that we go golfing. I was an awful golfer but Ela did not seem to mind. Then it dawned on me. Every time I taught, I felt more capable and confident in my abilities. Rarely was I caught off guard when it came to doing something that came naturally to me. The same standard applied on the golf course. Ela was the expert; I was the amateur.

To this day, Ela and I continue to keep in touch. I taught her a thing or two in the classroom and she showed me that while there’s plenty to be taught, there’s so much more to learn.

My advice to future Fulbright English Teaching Assistants is to invite questions. Be respectfully inquisitive during your Fulbright grant. Through posing genuine questions and answering them thoughtfully, deep understandings can be reached. Lastly, be open to teaching, but always be open to listening and learning. This can lead to invaluable experiences for you — and everyone you meet.

Photo: Sierra Carter, 2008-2009, Fulbright English Teaching Assistant to Indonesia, hops on a motorbike with her student Ela

Questions for Sierra about her Fulbright experiences? Feel free to email her at RCarter.AlumniAmbassador@fulbrightmail.org.

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U.S. Fulbright

Finding Common Ground Through Music, By Rebecca Miller, 2008-2009, Fulbright English Teaching Assistant (ETA) to Indonesia

August 26, 2009

As a Fulbright English Teaching Assistant (ETA) in West Papua, Indonesia, my success in the classroom depends on an authentic exchange more than my students’ intellect and dedication to conjugating perfectly in all tenses. Teaching language sets the classroom course into the domain of real time communication – the creation of new words and thoughts – one that requires a space to meet and make meaningful exchanges. The ability to form words and comprehend their meaning is not enough. We all need to talk about something meaningful as well as ears to listen. For my students and me, music is that common ground.

Songs have been the foundation of my classroom curriculum. I never had to teach my students to sing. It is something we already shared. In my experience, Indonesian people love to sing and music is a very open, noncompetitive part of community life. As a teacher and a cultural ambassador, I listen to and learn the songs and stories of my neighbors and colleagues. I incorporate songs I know and love into English class, teaching students lyrics, asking them to write or verbalize their opinions of popular American music or to think critically and respond to the lyrics of songs they play off their cell phones.

I worked very closely with two Indonesian co-teachers who are talented, articulate English speakers and who are required to teach for a national exam that does not encourage functional literacy. My methods seemed strange: clapping games, singing pop songs, writing reflections on the lyrics, playing board games, acting out mini dramas. Why is our bule gila (crazy foreign) teacher making us play a clapping game in English class? To teach my crazy Indonesian students how to follow directions in English! These activities were my way of sharing ideas on how to teach English with my co-teachers. We developed our lesson plans together: they had knowledge of the Indonesian curriculum and fluency in the host culture, and I brought a different perspective on second language acquisition in the forms of games, songs and activities that promote functional literacy.

After school on Wednesdays, I worked with the student band program. I had an instant connection with many of those students because whatever their level of English, and despite my limited proficiency in Indonesian, we could pick up instruments and understand each other. Everyone knew how to play “Sweet Child O’Mine” by Guns N’ Roses and “All the Small Things” by Blink-182. Actually, everyone but me! Before going to Indonesia, I had never played either of those songs. My students had an “Aha” moment when they found out I didn’t know most of their favorite American rock songs. What a strange moment and true cultural exchange when Indonesian students half my age taught me “Sweet Child O’ Mine,” an American song from before my time.

What I learned through all of this is that in order to make language happen, there must be something to talk about. Without a relationship built on common ground, there is no real reason to keep listening and nothing much to say. This is the power of language – it is a gateway to knowing other people. Authentic cultural exchange happens in little ways. Music helps my students make the leap from learning the rules of a language to finding meaning in it. The lessons from my Fulbright experience, the power of language and the value of common ground in my work as a teacher and in making friendships, have inextricably changed the way I look at life. The world feels smaller and at the same time, no less amazing and intricate.

Photo: Rebecca Miller (center), 2008-2009, Indonesia ETA with some of her students.

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