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Ewout Frankema
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Religion Humanities Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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WHY WAS THE DUTCH LEGACY SO POOR? EDUCATIONAL DEVELOPMENT IN THE NETHERLANDS INDIES, 1871-1942 Ewout Frankema
Masyarakat Indonesia Vol 39, No 2 (2013): Majalah Ilmu-Ilmu Sosial Indonesia
Publisher : Kedeputian Bidang Ilmu Sosial dan Kemanusiaan (IPSK-LIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14203/jmi.v39i2.595

Abstract

This contribution builds upon Anne Booths extensive work on the differentiatedevolution of colonial education systems in East and Southeast Asia. The article probesfurther into the underlying causes of the poor Dutch legacy. It is basically arguedthat the spread of popular education was not only hampered by a lack of financialcommitment, but also by notable inequalities in the allocation of funds for educationand a great reluctance to support initiatives in investment in private education, which,I think, should be interpreted as the result of the metropolitan commitment to secularcolonial rule in an overwhelmingly Islamic society.Keywords: Colonialism, Education, Inequality, Islamic Society
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