education during the colonial time in indonesia

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Education During the Colonial Experience in Indonesia By: Iwan Syahril Michigan State University, Fall 2011

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This presentation slides were used to explain and to critically analyze the educational goals during the Dutch colonization in Indonesia in the beginning 20th century using a chosen artifact (a short video).

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Page 1: Education During the Colonial Time in Indonesia

Education During the Colonial Experience in IndonesiaBy: Iwan Syahril

Michigan State University, Fall 2011

Page 2: Education During the Colonial Time in Indonesia

The purpose

❖To explain and critically analyze educational goals during the Dutch colonization in East Indies/Indonesia (1920-1930) using a video artifact “Onderwijs in Indie”.

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The Video❖ Title: Onderwijs in Indie (Education in the Indies)

❖ Length: 3 minutes 41 seconds.

❖ About: Mixed scenes of different schools in Dutch East Indies (Indonesia) in late 1920s.

• Dutch Chinese School, National/Village School, Dutch Indonesian School, Dutch Chinese/Indonesian Normal School, Vocational School, European High School.

❖ Link: http://www.youtube.com/watch?v=fweO3Sfsj1M

❖ Original Source: Tropenmuseum, Amsterdam.

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ORIENTAL EDUCATION

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OCCIDENTAL EDUCATION

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In summary...

Page 11: Education During the Colonial Time in Indonesia

The Colonial Power

The Social Economic Power

The Masses, The Majority

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Labaree’s Educational Goals

❖ Democratic Equality - Education for the masses, through Ethical Policy, 1907. Separate but Equal?

❖ Social Efficiency - Education to fill the administrative positions, & keeping up with demand of growing industries.

❖ Social Mobility - Equal access to all provided language & money; credentials?

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Separate but Equal? or Separate and Unequal?

❖ By 1930, Dutch East Indies’ national primary enrollment only reached 12.2% (Benavot & Riddle, 1988), 87.7% ???

❖ Different support: financing, administration, ethnicity. Video shows the quality of furniture and school supplies.

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Language Policy to Maintain

Power/Credentials

❖ Similar cases in French West Africa, French Indochina (Kelly, 1984); in Taiwan during Japanese occupation (Tsurumi, 1984).

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Conclusion: Educational Goals are problematic!

❖ (Low/High Quality) Education for All?

❖Language and Power.