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Critical Reflection On Politics of Consultation Class
Critical Reflection On Politics of Consultation Class
INTRODUCTION
what I have learnt from the class and to plan the application of the knowledge in the
future.
I constructed this critical reflection in a way that can represent my learning experience,
such as my expectation, critical thinking, and motivation to have real application of the
3. How did the class expand my knowledge and make the learning experience
interesting?
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STEP BY STEP TOWARD MY CRITICAL REFLECTION
At first I was interested to join the class because of its title and description, which
enable students to implement consultation practice based on the participatory theory (The
broader than public-private networks and efforts to increase public participation. It also
highlights the fact that in democratic system, people have equal opportunity to get
involved in the policy process, whose policies affect their life (Dienel & Renn 1995:
120).
factors, and how they affect each other. My working experience in an NGO also made me
have deeper understanding of politics of consultation in theory and practice. This can
help me to have practical wisdom by knowing the relations between thinking and doing
regarding consultation itself (Lander 1994, cited in Duke 2000: 145), which will result in
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reflective action that illustrates dynamic relations between thought and action (Mezirow
1991, cited in Duke 2000: 153). Consequently, I will apply the knowledge based not only
on my views on democracy, but also on the learning and working experience, not to
political life.
It is worth to note the arrangement of the class by Carson made it consistent with the idea
throughout the processes, which was not limited to discussions, but also determining the
It had been a new learning experience in such a deliberative atmosphere, where I had
critical reflection’s assignments. The consistency of the class and Carson’s high spirit had
motivated me to learn more, to share, to do better, and to apply the knowledge in the
future.
3. How did the class expand my knowledge and make the learning experience
interesting?
The guest lecturers, readings, video presentations, workshops and discussions had
that the message was universal, which was the importance of public participation, even
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though the implementation would depend on various contexts, such as political system,
issues, and actors involved. These had expanded my knowledge about other country’s
practices of consultation. It was also interesting to learn the increasing demand for public
Indonesia, as the demand for public participation also happens in developed countries.
This has made public participation a universal idea in the democratic system.
I learnt many things from different formats of learning processes developed in this class.
It was interesting to learn new ideas, such as the importance of transformative learning
(Mezirow 1991: 167) and the inquirer role to create genuine democracy (Carson 2001:
www). These have increased the importance of public awareness and how crucial it is to
to apply the knowledge. In this case, expert learners do not only posses certain amount of
skills or knowledge, but also ability to implement strategies to pursue academic goals
based on their control and reflection of their action (Ertmer & Newby 1996: 1).
Reflection can help to understand my strengths and weaknesses in solving problems apart
from the knowledge possessed (Ertmer & Newby 1996: 6). It enables me to learn from
past know-how to have better performance in the future (Smith 1991: 13, cited in Ertmer
& Newby 1996: 17). Being an expert learner itself makes me more organized with
planning and self-management. Moreover, I am getting used to check and re-check, and
evaluate my thinking and doing, through self-efforts and by asking inputs and helps from
others (Ertmer & Newby 1996: 2). Therefore, expert learners are about people who are
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cautious, hardworking, considerate, and wise, and have better understanding of their
strengths and weaknesses. They also have ability to indicate relations between things they
have learnt and experienced, expand their analytical and critical thinking before taking
As mentioned above, my working experience was one of the reasons why I was interested
in joining the class. I was working as a program assistant for legislative strengthening
Indonesia (NDI 2002: www). This field highlighted the importance of consultation to
strengthen the function of parliamentary body and to empower the people by increasing
For a country that is still undergoing reform process like Indonesia, consultation is not an
easy thing to do, especially when in it is not broadly practiced and institutionalized
regarding different methods, such as random selection for equal participation of wider
public; and different models, such as people’s panel and citizens’ jury. Most of the time,
ordinary models, such as protest and meeting with Member of Parliaments (MPs) are
quite common. On the other hand, the consultation practices are more familiar for NGOs,
who undertake it through lobbying, seminars, etc. This is to say that consultation is not
well rooted in the people’s political awareness, as they are also skeptic on both NGOs
and politicians’ interests. Yet, they should consider other means of participation to pursue
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their demands effectively, rather than keeping the hostile relations and relying only on the
ordinary models, such as unorganized protests as they can create more conflicts rather
This class has rung a bell to my mind, that consultation should have been used effectively
in Indonesia with a huge population, where it is the people who have the say and where
the legitimacy comes from. It is amazing how the politicians can ignore these facts by
manipulating the public through coercive power and pressures. I believe that in the mid
the government. It is also their rights to be involved in the policy process and to ensure
These took me back to my experience when LSP planned to help the endorsement of
Rakyat (DPR). It was and is a long process where NGOs Coalition for FOIA tries to press
the DPR and increase public awareness through posters, seminars and lobbying the MPs.
It is also hindered by the existence of State Secrecy Bill that limits the space for freedom
of information itself.
From LSP meeting with the Coalition, we found out their difficulties to get information
from the DPR. It happens because NGOs have been seen as being too demanding, hostile,
and do not have clear representations, thus interests. LSP also met the DPR Public
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Relations and Legal Bureau to balance the information. The DPR have different values
that are at stake, which are integrity and trust, as they are afraid of political risks if they
raise people’s expectation through FOIA, when they cannot guarantee that people will get
everything they want even though they follow certain procedures. Another hindrance is
the fact that the procedure to get information itself is made by the DPR leaders in closed
meetings. This makes it difficult to endorse the FOIA without these leaders’ approval and
support.
It is confusing how the DPR tend to protect politicians’ interests than the people whom
they are supposed to represent. It makes consultation significant to involve the people in
the policy process and inform the policies before taken into practice. Politicians should
have realized it a long time ago. Time is changing and also the people, who get more
critical and demanding. The DPR must be ready to deal with these facts by starting to
consult the people the policies that affect them. Consultation means involvement, which
leads to sense of ownership of the people on their rights and responsibility as citizens.
Consequently, consultation can be a mean to pursue legitimacy and support from the
people in undertaking public policies. It will also bring good image for the DPR as it is
Consultation must play important role as a bridge to explain the rule of the game
regarding FOIA, such as for information that is related to state’s security. Consultation
will be useful as a media for different actors to speak their concerns and listen to others,
and reach common ground based on understanding of different roles of each participant,
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who represents different interests. Yet, it is crucial to inform the people how much
influence they can have on a decision during consultation process. Once it is agreed,
relevant information can be given to the public (IAP2 2000: 35). Finally, the FOIA will
Throughout the processes, I thought that the class had developed my thinking roles. I
moved gradually from a red hat to yellow hat, and finally a green hat. I would like to
illustrate these transformations like the traffic lights. It made me realize that emotional
spirit was not sufficient to support my action. It only created empty awareness, as there
workshops, and guest lecturers had provided me with more assets to apply the
knowledge. They had opened my mind to take out the red hat and start to be optimistic by
country and empower the people by enhancing public awareness (De Bono 1985: 82-83).
The emotion had transformed into something logical for further evaluative and analytical
thinking. This made me confident enough to apply the knowledge, as the analytical and
critical thinking had directed me to reflect my learning experience, which I believe is not
through creative thinking and formation of alternatives that have been built throughout
the learning processes. Consequently, the new me appear with the green hat, which I
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associate with green light, has made me confident to move on and comprehend the
So, what next? One thing for sure, I am interested to work in area related to community
apart from people’s awareness and public learning in the context of democratic
participation. I believe that I can be more than an effective citizen. I do not want to waste
my time, energy, spirit, and knowledge to become effective change agent or even
reformer whatever my roles in the future will be. I will promote the importance of public
government, etc) and using formal or informal ways (Moyer 2001: 28-29). In the long
misunderstanding problems between the people and the politicians. I realize that we
cannot expect absolute friendly and harmonious relations between the two because
democracy is about check and balance and respecting human rights and duties, in which
I would also like to have an inquirer role to make evaluation and reflective practice
believe that public participation is a better way to highlight the values of cooperation over
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conflict. Besides, it is better to prevent the conflict rather than curing it when we know
lose the momentum, spirit and ideas based on my reflection of what I have learnt by
applying the knowledge. I will need to find a media to pursue it. Now that I have my
green hat and consultation knowledge key with me, I just cannot wait to continue my
CONCLUSION
I really enjoyed my learning experience trip to this reflection. There were some sentences
that I took from my previous assignments’ diary to remind me of my values and beliefs in
democracy, which is not only about integrity, but also trust and cooperation.
Democracy is about opportunity for citizens to have their say. Consultation as a public
learning is only one spectrum of public participation. There are various means to increase
policy activism and public participation (IAP2 2000: 49). These will depend on different
interests, and how people view politics, as well as their willingness to be involved in the
policy processes. Finally, democracy should, and must empower the people as rooted in
its basic virtues of the government of the people, by the people and for the people.
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REFERENCES
Carson, Lyn (2001) Innovative consultation processes and the changing role of activism,
http://www.hydra.org.au/activedemocracy/articles.htm (last updated 2001, accessed 24
September 2003).
De Bono, Edward (1985) Six Thinking Hats, Little Brown and Company, Boston.
Dienel, Peter C. & Renn, Ortwin (1995) “Planning Cells: A Gate to ‘Fractal’ Mediation”,
in Renn, Ortwin, Webler, Thomas and Wiedemann, Peter (eds) Fairness and Competence
in Citizen Participation: Evaluating Models for Environmental Discourse, Kluwer
Academic Publishers, The Netherlands.
Duke, Sue (2000) “The Experience of Becoming Reflective”, in Sarah Burns and Chris
Bulman (eds) Reflective Practice in Nursing: The Growth of the Professional
Practicioner, 2nd edition, Blackwell Science, Oxford.
Elkin, Stephen L. (1999), “Deliberative Democracy and Deliberative Polling”, The Good
Society, 9(1): 14-16.
Ertmer, Peggy A. and Newby, Timothy J. (1996) “The Expert Learner: Strategic, Self-
regulated, and Reflective”, Instructional Science, Vol. 24: 1-24.
Moyer, Bill (2001) Doing Democracy, New Society Publishers, Gabriola Island, Canada .
National Democratic Institute for International Affairs (2002) NDI Worldwide, Asia:
Indonesia, http://www.ndi.org/worldwide/asia/indonesia/indonesia.asp (last updated
March 2002, accessed 26 September 2003).
The University of Sydney Faculty of Economics and Business (2002), Economics &
Business Faculty Handbook 2003, The University of Sydney, Sydney.
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