This book reveals the ‘epistemic imposition’ of architectural ideas and practices by colonists from the Netherlands in the Dutch East Indies from the late-19th century onwards, exploring the ways in which this came to shape the profession up to the present day in what is now known as Indonesia. The author investigates the scope of these interventions by Dutch colonial agents in relation to existing Javanese building practices, pursuing two main lines of enquiry. The first is to examine the methods of dissemination of Dutch-taught technical knowledge and skills across the Dutch East Indies. The second is to scrutinise the effects of this dissemination upon the formation of architectural knowledge and practice within the colony. Throughout this book, the argument is made that what took place in architecture in the Dutch East Indies involved a process of disseminating building knowledge as a form of ‘epistemic imposition’ upon the indigenous citizens of the colony – in other words, as an effective instrument of Dutch colonial power. This book will be of interest to architecture academics and students interested in developing a broader global understanding of architecture, especially those interested in decolonising the teaching of architectural history and theory.

Since the Bali bombings of 2002 and the rise of political Islam, Indonesia has frequently occupied media headlines. Nevertheless, the history of the fourth largest country on earth remains relatively unknown. Adrian Vickers' book, first published in 2005, traces the history of an island country, comprising some 240 million people, from the colonial period through revolution and independence to the present. Framed around the life story of Pramoedya Ananta Toer, Indonesia's most famous and controversial novelist and playwright, the book journeys through the social and cultural mores of Indonesian society, focusing on the experiences of ordinary people. In this new edition, the author brings the story up to date, revisiting his argument as to why Indonesia has yet to realise its potential as a democratic country. He also examines the rise of fundamentalist Islam, which has haunted Indonesia since the fall of Suharto.

This fourth edition of M. C. Ricklefs' classic work on the history of Indonesia reflects the fruits of the latest research and brings the story up to the present day. In a single volume, readers gain an insight into the complexities of the world's largest archipelago - a land of vibrant cultures and dynamic history, but also one of violence, oppressive governments and immense challenges.

This volume presents a wide variety of articles in the broad field of Asian Studies, covering the latest results of research within the social sciences and the humanities, reflecting the rich diversity within these areas of research. The contributions stem from research carried out by scholars who are or have been affiliated with the International Institute for Asian Studies (Leiden/Amsterdam).

Theorizing Colonial Cinema is a millennial retrospective on the entangled intimacy between film and colonialism from film's global inception to contemporary legacies in and of Asia. The volume engages new perspectives by asking how prior discussions on film form, theory, history, and ideology may be challenged by centering the colonial question rather than relegating it to the periphery. To that end, contributors begin by excavating little-known archives and perspectives from the colonies as a departure from a prevailing focus on Europe's imperial histories and archives about the colonies. The collection pinpoints various forms of devaluation and misrecognition both in and beyond the region that continue to relegate local voices to the margins. This pathbreaking study on global film history advances prior scholarship by bringing together an array of established and new interdisciplinary voices from film studies, Asian studies, and postcolonial studies to consider how the present is continually haunted by the colonial past.

This book narrates the development of education in St. Maarten between 1954 and 2000, by tapping into the experience of the protagonists, giving them a voice in the recording of their own history. As such, it lends a voice to postcolonial subjects, who have often been bypassed or forgotten by most traditional historians, and thus rendered voiceless. The work is based on both written and oral history, including interviews with important educational agents, as well as former pupils and parents. By doing this, it describes the overall framework of education in St. Maarten within the juridical space of the Kingdom of the Netherlands. The first part of the book deals with the Dutch Antilles in general, and with St. Maarten in particular, examining the effects of slavery and its consequences. Both before and after the restructuration of the Kingdom of the Netherlands in 1954, education was essentially shaped by the different religious denominations on the island. Over time, St. Maarten’s schooling system developed from an almost non-existing entity to a well-structured one, which closely resembled the educational framework in the Netherlands, its former colonial ruler. Part two reflects the respondents’ reactions to several issues concerning education in St. Maarten. It was only after local St. Maarten students became teachers that topics about the island found their place in the curriculum. Even though it took some time to integrate St. Maarten in the curriculum, the people did not (and still do not) have the feeling that education has let them down. It is only now that they are beginning to question whether, and to what extent, schools were, and are, able to positively influence young people. In the past, they believed that schooling – however foreign its curriculum may have been – did actually help them to find a niche in the world. After studying both written and oral sources, the book concludes that the coat of arms of St. Maarten is representative of its findings about education on this island: Semper progrediens – “Always progressing”. Education in St. Maarten has progressed without showing radical breaks.