In this interdisciplinary thesis, I use history and anthropology to research the influence of migration history on the identity construct of Hindostani people in the Netherlands. The work is...Show moreIn this interdisciplinary thesis, I use history and anthropology to research the influence of migration history on the identity construct of Hindostani people in the Netherlands. The work is anthropological because I created data by interviewing 23 participants about their lives and experiences, and historical because I used a framework of scholars who have researched the complex fields of identity, colonialism, migration, and transnational history or have specifically researched Hindostani people and their history. Combining these datasets, I present a case study that goes in depth to find out what the influence of colonial migration is on Hindostani people in a ‘postcolonial’ society such as the Netherlands. The conclusion is a careful but meaningful one, as it offers insights into both the people I interviewed and the society in which they live. This study shows that identity is so complex and personal that migration history has divergent meaning and effect on the lives of individual Hindostanis, so that even pointers such as age and gender cannot indicate the importance of that history to a Hindostani person. The only exception to this was religion, as religious participants ascribed more meaning to their migration history. Their history played a large part in the constructing of their identity and in the raising of their children. Lastly, I argue that both interdisciplinary and microhistory, even though small-scale, are key to historical research, especially of colonial history, by creating data and writing with the people who are the embodiment of that history.Show less
This thesis focuses on the period at the end of the nineteenth century when knowledge of the colonized cultures and their histories became an integral part of European imperial policies. In the...Show moreThis thesis focuses on the period at the end of the nineteenth century when knowledge of the colonized cultures and their histories became an integral part of European imperial policies. In the search for tools legitimizing their overseas venture, architecture turned out to be one of the most visual and lasting tools for boosting such efforts. It is precisely by exploring this aspect of empire-building through architecture that my thesis attempts to redress the lacunae of historical research on colonial architecture as a measure for studying colonial history. Conventional historiography has largely neglected this aspect of empire-building, leaving much of it for architects, urbanists and art historians to deal with. Most of the scholarly contributions to colonial architecture have not yet been able to sufficiently expose the underlying imperial designs or the socio-cultural processes behind such building projects. In this thesis, I have made attempts to trace these processes and examine them from a comparative perspective using Foucault’s power/knowledge dimension. By pitching the three former Asian colonies of British-India, Dutch-Indies and French-Indochina next to each other and analysing the hybrid architecture found in their main public buildings, the ways in which the colonial government tried to impress the people through their building styles can be revealed. They resorted to the incorporation of often randomly mixed local architectural elements into buildings which looked European otherwise. This resulted in buildings depicting hybrid architectural styles. Such designs reflected a self-proclaimed European mastery in managing knowledge of the colonized cultures. In trying to claim their legitimacy as new rulers, colonial governments went to great lengths, using the visual qualities of architecture to shield a relatively weak system. The erection of confident and mighty stone facades, however, did little to bury the lingering orientalist prejudices and the inherent unequal status of the colonizers and the colonized. In fact, the knowledge on local histories generated by the colonizers helped create local identities that gave a boost to the upcoming nationalistic movements. But there were interesting differences among the colonies though, that this comparative exercise laid bare. The nuances manifested in the different colonies in terms of the willingness to spend financial resources, the often conflicting objectives between colonial institutions, the effects of shifting colonial policies and the paradoxical underlying principles that defined those policies, and other contextual factors, led to differences in imperial policies and their consequent architectural plans. By probing into these differences as well as by highlighting the similarities cutting across all the three colonies, my thesis contributes to understanding the varying shades of colonialism through the seemingly silent yet starkly telling structures.Show less
In the historiography about education for Indonesian children in the Netherlands Indies, a legislative approach predominates. This causes a disregard for non-governmental educational initiatives,...Show moreIn the historiography about education for Indonesian children in the Netherlands Indies, a legislative approach predominates. This causes a disregard for non-governmental educational initiatives, and for those that that occurred outside Java. In this thesis, through in-dept analysis of schools in Java, the Minahasa and South New Guinea, educational ideologies and practices are researched while focusing on the question of how, and why, native childhoods were constructed in these contexts. 'Age' is a leading category of analysis here. This thesis shows that educational projects were not about 'uplifiting' children in the sense of social mobility. On the contrary, educators aimed at maintaining social hierarchies. This conclusion opens up space for a revision of the meaning of the Dutch 'civilizing mission' in the Netherlands Indies.Show less
