Teaching activism in Indonesia’s public relations classrooms: A case study of two universities in Tangerang - SGU Repository

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Deborah Nauli Simorangkir Ph.D <[email protected]>

Article submission to APPRJ

1 message

Deborah Nauli Simorangkir Ph.D <[email protected]> Fri, Nov 5, 2021 at 5:24 PM To: [email protected]

Dear PRIA administrative officer,

My name is Deborah Simorangkir and I'm writing to you to ask about an article I've submitted to APPRJ.

Unfortunately, I could not find the journal's contact info on your website. So, if my email should be sent to a different address, please kindly direct me to the correct address.

On September 28, 2021, I submitted an article (case study) entitled: Teaching Activism in Indonesia's Public Relations Classrooms - A case study of two universities in Tangerang.

However, I did not receive any email acknowledging my submission. Therefore, I just want to make sure that the journal has already received my submission.

Thank you for your help.

Warm regards, Deborah

Dr. phil. Deborah N. Simorangkir

Assoc. Professor, Global Strategic Communications Director, Internship and International Office

Swiss German University

Virus-free. www.avast.com

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Deborah Nauli Simorangkir Ph.D <[email protected]>

Editor's decision: Asia Pacific Public Relations Journal issue 24

8 messages

Nicole Bridges <[email protected]> Sun, May 15, 2022 at 8:11 AM To: "[email protected]" <[email protected]>

Dear Deborah

Thank you for your patience after another academic year challenged by COVID. We have reached a decision regarding your submission to the Asia Pacific Public Relations Journal, "Teaching Activism in Indonesia’s Public Relations Classrooms – Case Study of Two Universities in Tangerang".

Our decision is: Accept after minor revisions.

Please read the reviewer feedback below and make the appropriate changes. You will need to email me a copy of the final article with your author details included, by 5pm AEST on Friday 3rd June 2022.

Reviewer 1: This is a very interesting case study into an innovative approach to engaging Public Relations students in social issues with some clear links made to Educational pedagogy. Clear abstract on the focus of social activism as it could relate to PR

education. The key point of the paper in making an explicit link between the skills of PR professionals and social activists was an interesting one and supported throughout with the case study detail. This is a very interesting perspective and pointing to a possible shift in focus of the practice of PR in society. Would have been good to see come expansion of this element as it what makes this topic really interesting and relevant in current economic and political climate. Great examples of the integration of activism in the two case study universities. Would have been great to see some more analysis of these two approaches especially incorporating more public relations or communication theoretical frameworks that underpin these approaches a nod to Coombs & Halliday and L'Etang early on but not reflected in the case study examples. How do they differ? Are there strengths and weaknesses in these approaches worth further exploration? This was a really interesting read and including specific examples of how activism is applied in the teaching which was really well done and a worthwhile and relevant topic to be presenting in the current global climate. Would be interesting to note if this was a cultural phenomena specific to Indonesia or is world wide trend. The paper delivers on its commitment to present case studies in context.

Reviewer 2: This paper highlights an important topic and has the potential to encourage broader discussion social activism in public relations – an in particular within the context of the public relations curriculum. However, in its current form the abstract promised a summary of two existing learning approaches. I suggest a reframing to position this paper as a critical analysis of the application of Boyer’s concept and Dewey’s theory within the context of social activism pedagogy. In particular, the value of this learning

approach to public relations practice warrants further discussion within the context of extant scholarship and learning approaches.

Further, given the prevailing focus on Western and in particular North American scholarship in public relations literature, the cultural context warrants further highlighting and critical discussion. Sentence 1, introductions: references needed to support claim that social activism is increasingly acknowledged as an integral element of higher education curricula (I am not sure about the claim re

“institutional agendas”). The literature documenting the value of service learning appears to be rather dated (all mid-late 90s) – more recent references would be valuable. It would be valuable to discuss why universities have taught PR through a corporation- centric lens – especially as it reflects the extant literature in the field (although I acknowledge the more recent emergence of a more critical voice. Within this context it would be valuable to highlight some of those ‘alternative’ approaches to PR education and scholarship). The claim that activists and PR professionals are similar requires further exploration and support via relevant references. Do textbooks include activist studies? Or do they encourage engagement with public relations as an activist practice?

Or the role of PR professionals as activist? Or the concept of activists as public relations experts? The reference to Mule’s research requires further unpacking. A reference is made to Indonesian PR curricula: are you implying that these two case studies are not unique, but that indeed all PR courses in Indonesia include an explicitly taught social activism component? This would be rather exciting and warrant comparison to courses in other countries. In that case please position this paper as providing two exemplars of the Indonesian PR curriculum. Reference to Industrial revolution 4.0 requires further definition as not all readers may be familiar with the term and its connotations. I acknowledge cultural and political restrictions, but an exploration of – or at least diplomatic discussion of potential limitations of the Merdeka Belajar program would be valuable. I challenge the definition of advocacy as publicity – I strongly encourage reconsideration and conceptualisation of advocacy within a contemporary context. I believe it’s not so much that activism is viewed ‘negatively’, but more so that the term has negative connotations and is associated with furthering personal agendas – often not in the interest of broader societal interests. I recommend a clear definition of activism – as well as advocacy. Both terms should not be used interchangeably. The proposition that activism and advocacy are often part of community service in Indonesia is interesting. Please note that this is not necessarily the case in other cultural context – and that certain types of activism would certainly be frowned upon (as I assume they would be in Indonesia). Further critical interrogation of claims made would be valuable. Also, are you implying that all public relations campaigns on behalf of a not for profit organisation could be classified as activism? Again, a clear definition of activism is needed. For example, it’s a little unclear how the event management class relates to social activism. Can a mental health awareness or media literacy campaign be classified as activism? I’d refer to the latter as a public health awareness campaign – but that may be different in an Indonesian context. Hence further definition, critical interrogation and positioning of the Indonesian case study in an international context would be valuable. I wouldn’t be concerned about the lack of a designated social activism unit – again interrogation of the extant literature, comparing embedded vs explicit/dedicated teaching approaches and curriculum design would be valuable. Is the embedded approach really a limitation, especially in terms of continuity? I’d would have thought it actually lends itself to a greater level of continuity than integration in a stand along unit. I suggest including further areas for research in the conclusion, not in the abstract. Conclusion: further discussion of the ‘so what’ needed – how does this (case) study shape our understanding of activism and in particular the integration

of activism/advocacy/social change issues within the context of PR pedagogy? Throughout there are some formatting (mainly font colour/highlighting) issues, which I assume get picked up during the editing process.

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Regards Nicole

Dr Nicole Bridges, PhD, B Comm (Hons), SFHEA, MPRIA

Senior Lecturer in Public Relations

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School of Humanities and Communication Arts Academic Program Advisor

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Creative Industries

Area Convenor | Public Relations

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Editor, Asia Pacific Public Relations Journal | Follow us on Twitter @APPRJournal Member | Western Sydney University Ally Network

Deborah Nauli Simorangkir Ph.D <[email protected]> Sun, May 15, 2022 at 10:21 AM To: [email protected]

Hi Bu!

Wow, after a long wait, I didn't expect our article to be accepted 😂 But there a lot of comments from the reviewers, though!

Regards, Debbie

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Deborah Nauli Simorangkir Ph.D <[email protected]> Tue, May 17, 2022 at 12:30 PM To: Nicole Bridges <[email protected]>

Dear Nicole,

Thank you so much for sending me the reviewers' comments. I intend to send you the revised article as soon as possible.

However, I am having problems with my work laptop and have to use a different one. Would you mind sending me the draft I submitted?

Sorry for the inconvenience.

Best, Deborah

Nicole Bridges <[email protected]> Tue, May 24, 2022 at 9:52 AM To: "Deborah Nauli Simorangkir Ph.D" <[email protected]>

Dear Deborah Please see attached.

Regards Nicole

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Creative Industries

Area Convenor | Public Relations

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Staff Profile |

https://www.westernsydney.edu.au/staff_profiles/WSU/doctor_nicole_bridges

P: +61 9852 5614 | Mobile: 0413 726 513

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I acknowledge the traditional custodians of the land on which I live and work and pay my respect to the Elders of the past, present and emerging.

Teaching Activism in Indonesia's Public Relations Classrooms – Case Study of Two Universities in Tangerang.docx 38K

Deborah Nauli Simorangkir Ph.D <[email protected]> Sat, Jun 4, 2022 at 12:23 AM To: Nicole Bridges <[email protected]>

Dear Nicole,

Please find attached my revised article. I apologize for the late submission.

Regards, Deborah

On Sun, May 15, 2022 at 8:11 AM Nicole Bridges <[email protected]> wrote:

Teaching Activism in Indonesia's Public Relations Classrooms – Case Study of Two Universities in Tangerang (1).docx

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Nicole Bridges <[email protected]> Mon, Jun 6, 2022 at 1:22 PM To: "Deborah Nauli Simorangkir Ph.D" <[email protected]>

Thanks Deborah :-)

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|

Creative Industries

Area Convenor | Public Relations

|

Staff Profile |

https://www.westernsydney.edu.au/staff_profiles/WSU/doctor_nicole_bridges

P: +61 9852 5614 | Mobile: 0413 726 513

I acknowledge the traditional custodians of the land on which I live and work and pay my respect to the Elders of the past, present and emerging.

Deborah Nauli Simorangkir Ph.D <[email protected]> Tue, Jun 7, 2022 at 1:11 PM To: Naniek Setijadi <[email protected]>

Dear bu Naniek

Here's the final draft I submitted to APPRJ.

Regards, Debbie

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Teaching Activism in Indonesia's Public Relations Classrooms – Case Study of Two Universities in Tangerang (1).docx

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Naniek Setijadi <[email protected]> Tue, Jun 7, 2022 at 1:22 PM

To: "Deborah Nauli Simorangkir Ph.D" <[email protected]>

Dear Debbie, Got it, thank you.

Semoga bisa dipublish ya.

salam, naniek