The Islamic pilgrimage, the Hajj, is known as one of the biggest movement of people in the world. This annual event has long become the meeting point of Muslims from various places. In the late...Show moreThe Islamic pilgrimage, the Hajj, is known as one of the biggest movement of people in the world. This annual event has long become the meeting point of Muslims from various places. In the late 19th and early 20th century, the face of hajj changed significantly due to the advance in technology, opening of transportation routes and involvement of colonial government in conducting the hajj. The number of hajj participants from the Dutch East Indies, which were also known as the haji jawa increased greatly, including the female pilgrims, which made up 20-30% of the total pilgrims from the region. This thesis puts gender and colonial perspective together to study the female pilgrims and hajjah from the Dutch East Indies in comparison to the male counterparts. This thesis addresses the issue of how the Dutch colonial government perceived the female pilgrims and hajjah from the Dutch East Indies, such as what kind of themes appeared in the depiction of female pilgrims in the archives, where and when the female pilgrims were mentioned or not mentioned and why, and how it eventually relates to the production of knowledge about it. Contrary to the popular beliefs that the pilgrims were all male, there were many female pilgrims and many of them stayed in Mecca as moekimers. Women were mainly depicted as wife and companion, and victim of violence and slavery. They were underplayed in the archives and had never been under the spotlight in comparison to male pilgrims which were regarded as very important due to the possibility of being subversive and rebellious. The downplayed depiction of female pilgrims in the archives is continued until today in the historiography of hajj.Show less
In order to win a war, one must know its enemy intimately. It goes in a phrase by Tsun Zu as, “to know your enemy, you must become your enemy.” During the periods of colonization, the Dutch...Show moreIn order to win a war, one must know its enemy intimately. It goes in a phrase by Tsun Zu as, “to know your enemy, you must become your enemy.” During the periods of colonization, the Dutch authority in Dutch East Indies (now Indonesia) had reflected such ideas through its language policy. This policy established in 1818 and was intended to exercise the colonial authority by utilizing the language. The departement voor Inlandsche Zaken was established in order to connect the domains of the indigenous and colonial government in Dutch East Indies. By this, the agency was obliged to study the language and culture in the archipelago. During the first five years of the Inlandsche Zaken, it had showed remarkable achievements in the unification of local vernaculars and the standardization of Malay. In this paper, I will provide several analyses on translation of documents from the archives of the Inlandsche Zaken kept at the National Archives of the Republic of Indonesia. By this, I will examine the differences between two similar documents-each documents contains Dutch texts and they are translated into Malay (Dutch texts in these two documents are similar but the Malay translations are different) produced by the Dutch colonial government. My central research question is, to what extent language was utilized as a tool of subordination towards the indigenous society in Dutch East Indies? In addition, I try to demonstrate that the Inlandsche Zaken had played a determinant role in bridging the two worlds in Dutch East Indies-namely the colonial government and the indigenous societies, and also had used such knowledge to exercise the colonial authority.Show less
The 2012 Managing Government Records Directive requires U.S. government agencies to manage email records in an electronic format. Prior to this, many agencies were printing and filing emails. The...Show moreThe 2012 Managing Government Records Directive requires U.S. government agencies to manage email records in an electronic format. Prior to this, many agencies were printing and filing emails. The National Archives and Records Administration created an approach to email management called Capstone which classifies employees emails based on their position in the agency. By using Capstone, agencies will be in compliance with the new regulations. However, agencies can choose to use use a different approach. This thesis explores the different approaches that the agencies have implemented and looks at the role the National Archives has played.Show less
Elsbeth Locher-Scholten in Ethiek in Fragmenten argued that the political struggle for the political future of the Dutch East Indies (hereafter ‘the DEI’) was fought during the course of the...Show moreElsbeth Locher-Scholten in Ethiek in Fragmenten argued that the political struggle for the political future of the Dutch East Indies (hereafter ‘the DEI’) was fought during the course of the Ethical Policy. During this period, Leiden professors advocated the principle of association which was defined by Christiaan Snouck Hurgronje as “the emergence of a Dutch state, consisting of two parts, separated geographically but spiritually and intimately connected, one in North-West Europe and the other in South-East Asia.” Snouck Hurgronje suggested that, in order to run the principle of association, the Netherlands should introduce Western education and culture to indigenous people of the DEI. Language is a significant component of education and culture, and in this case it was a means of introducing Western education and culture to indigenous people of the DEI. This background supports this paper in its investigation of the development of ideas regarding language policy—the use of a particular language or set of languages—in the DEI, that were conveyed and discussed during the course of the Ethical Policy. This paper intends to contribute to the study of language policy in the DEI by concentrating on the development of ideas during the course of the Ethical Policy by addressing a main research question: “How did ideas regarding language policy in the DEI develop during the course of the Ethical Policy?” In order to answer the research questions, this paper examines ideas regarding language policy in the DEI, which were mainly conveyed throughout several congresses namely: (1) het Nederlandsche Taal- en Letterkundig Congres (the Dutch Language and Literary Congress), (2) het koloniaal onderwijscongress (the Colonial Education Congress), and (3) het Indonesisch jeugdcongres or (the Indonesian Youth Congress). Each congress was designed to represent the main ideas conveyed by groups of scholars, educators, and Indonesian nationalists. This paper also makes use of relevant official documents to examine language policy in the DEI within the DEI government itself. The conclusions of this paper are (1) the continuity of the developing ideas regarding language policy in the Indies during the Ethical Policy demonstrates no fundamental change in the ethical mentality, which to a great degree would ultimately benefit the Netherlands; (2) The ethical mentality was arguably not the rationale behind the promotion of the Indonesian language as the national language of the Indies by Indonesian nationalists; and (3) The Dutch language was not the primary motive that encouraged the nationalists to promote the Indonesian identity.Show less
In the decade of the 1920s, the government of the Dutch East Indies passed two educational ordinances in relation to private schools: (1) Staatsblad van Nederlandsch-Indie 1923 No. 136 and (2)...Show moreIn the decade of the 1920s, the government of the Dutch East Indies passed two educational ordinances in relation to private schools: (1) Staatsblad van Nederlandsch-Indie 1923 No. 136 and (2) Staatsblad van Nederlandsch-Indie 1925 No. 219. The first ordinance indicated that nonsubsidized schools were required to register their schools to the government, in this case to hoofd van het gewest (head of regional administration), meanwhile the teachers obliged to report their teaching materials. Since this ordinance was applied, the government began to frequently use words “wilde particulier schooltjes” (wild private schools) on their reports in referring to nonsubsidized schools. The next education policy was Staatsblad van Nederlandsch-Indie 1932 No. 494 (“Toezicht-ordonnantie particulier onderwijs”), which also known as the Wild Schools Ordinance (Wilde Scholen Ordonnantie), began to take effect on 1 October 1932. This ordinance aimed to control wild schools. It worked preventively (vergunningstelsel) by requiring a permit before a private school was established. This preventive ordinance provoked oppositions since they believed that the situation was unfair as the restriction began to take effect while the government could not provide education for indigenous people adequately. The first reaction came from Soewardi Soerjaningrat—widely known as Ki Hadjar Dewantara, the leader of a private school named Taman Siswa. On 1 October 1932, on the first day of the implementation of the Wild Schools Ordinance, he sent a telegram to the Governor-General Jhr. Mr. B.C. de Jonge containing his objection on the ordinance. In his telegram, Ki Hadjar conveyed his plan on conducting passive resistance (lijdelijk verzet) in case the government persists on implementing the ordinance. Considerable supports for Ki Hadjar’s plan came from many sides, including political parties. On 13 February 1933, the government suspended the Wild Schools Ordinance by stipulating a new ordinance which was valid from 21 February 1933. Regarding the implementation period, the Wild Schools Ordinance was valid not more than 5 months counted from October 1932 to February 1933. According to this, this paper investigates the reasons behind the short implementation of the Wild Schools Ordinance. It was known that there were protests addressed to the ordinance, but the considerations taken by the government in suspending the ordinance is still unclear. Why did the government suspend the ordinance shortly after it was enacted? Most of the recent works describe the Wild Schools Ordinance only under a chapter themed education or nationalistic movement in the 1930s. There is no literature that specifically focuses on wild schools. Most related-literatures tend to use a single perspective, especially from the perspective of Taman Siswa. By looking to this fact, this paper attempts to explore in balance the sources from the government and Taman Siswa. By doing this, explanations from both perspectives can be acquired in order to investigate the case and to answer the main question thoroughly. The primary and secondary sources used by this paper rely on published archives, books, and articles. Based on the findings, this paper argues that the implementation of the Wild Schools Ordinance in the Dutch East Indies which was suspended in the early 1933s has shown (1) a colonial policy change which contains a democratic process and (2) sensibility under the frame of colonial relationship. At least, there are four reasons why the government suspended the Wild Schools Ordinance shortly after it was enacted. Firstly, the ordinance seemed not well-prepared in almost any aspects. Secondly, considerable resistance from indigenous people to the implementation of the ordinance has given great effect for the government to determine their measures afterwards. Thirdly, in facing the resistance to the ordinance it can be observed that a contestation over the repealing of the ordinance was inevitable. Last, a substantial role of the minister of colonies is unquestionable, since it brought a change in attitude of the government while endeavors from the others did not succeed.Show less
This thesis examines the development of the Landsarchief (which is now known as the Arsip Nasional of the Republic of Indonesia (ANRI), the archival institution of the Dutch East Indies since it...Show moreThis thesis examines the development of the Landsarchief (which is now known as the Arsip Nasional of the Republic of Indonesia (ANRI), the archival institution of the Dutch East Indies since it was established on January 28, 1892 until the Japanese occupation in 1942. However, this thesis only focuses in the period of 1920s until early 1940s where the archives become more important not only for the government but also for the public. The process of establishing the Landsarchief did not go smoothly. It took years from the first proposal until it was finally approved in 1892. Its creation signified a new beginning to the archival development in the Dutch East Indies. From its inception until the Japanese occupation in 1942 and 1943, the Landsarchief experienced several internal reorganisations. The staff members of the Landsarchief played role in these reorganisations and in the decision making of the policies of the Landsarchief. This thesis also discuss the relationship between the Landsarchief of the Dutch East Indies with the ARA (Algemene Rijksarchief) in the Netherlands. As an archival institution that established in 1802, ARA shared many of its archival knowledge to the Landsarchief. Both of these archival institutions had a close relationship. In many occasions, before the Landsarchief emerged an policy or appointed a staff of the Landsarchief such as Landsarchivaris or Adjunct-Landarchivaris, the Governor General of the Dutch East Indies or the Algemene Secretaris as the person who were in charged in monitoring the activity of the Landsarchief often exchanged news and asked for advices from the Algemene Rijksarchivaris concerning the issues or problems that appeared in the Landsarchief. As a result of this, many of the policies were based on the advices of the Algemene Rijksarchivaris.Show less
