Mutual Integration Versus Forced Assimilation
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Reimagining Chinese Indonesians in Democratic Indonesia
Asia Pacific Bulletin Number 109 | May 10, 2011 Reimagining Chinese Indonesians in Democratic Indonesia BY RAY HERVANDI Indonesia’s initiation of democratic reforms in May 1998 did not portend well for Chinese Indonesians. Constituting less than 5 percent of Indonesia’s 240 million people and concentrated in urban areas, Chinese Indonesians were, at that point, still reeling from the anti-Chinese riots that had occurred just before Suharto’s fall. Scarred by years of discrimination and forced assimilation under Suharto, many Chinese Indonesians were uncertain—once again—about what the “new” Indonesia had in store for them. Yet, the transition to an open Indonesia has also resulted in greater space to be Chinese Indonesian. Laws and regulations discriminating against Chinese Indonesians have been Ray Hervandi, Project Assistant at repealed. Chinese culture has grown visible in Indonesia. Mandarin Chinese, rarely the the East-West Center in language of this minority in the past, evolved into a novel emblem of Chinese Washington, argues that Indonesians’ public identity. Indonesians need to “restart a civil Notwithstanding the considerably expanded tolerance post-Suharto Indonesia has conversation that examines how shown Chinese Indonesians, their delicate integration into Indonesian society is a work [Chinese Indonesians fit] in in progress. Failure to foster full integration would condemn Chinese Indonesians to a continued precarious existence in Indonesia and leave them vulnerable to violence at the Indonesia’s ongoing state- and next treacherous turning point in Indonesian politics. This undermines Indonesia’s nation-building project. In the ideals that celebrate the ethnic, religious, and cultural pluralism of all its citizens. -
Central America (Guatemala, El Salvador, Honduras, Nicaragua): Patterns of Human Rights Violations
writenet is a network of researchers and writers on human rights, forced migration, ethnic and political conflict WRITENET writenet is the resource base of practical management (uk) independent analysis e-mail: [email protected] CENTRAL AMERICA (GUATEMALA, EL SALVADOR, HONDURAS, NICARAGUA): PATTERNS OF HUMAN RIGHTS VIOLATIONS A Writenet Report by Beatriz Manz (University of California, Berkeley) commissioned by United Nations High Commissioner for Refugees, Status Determination and Protection Information Section (DIPS) August 2008 Caveat: Writenet papers are prepared mainly on the basis of publicly available information, analysis and comment. All sources are cited. The papers are not, and do not purport to be, either exhaustive with regard to conditions in the country surveyed, or conclusive as to the merits of any particular claim to refugee status or asylum. The views expressed in the paper are those of the author and are not necessarily those of Writenet or UNHCR. TABLE OF CONTENTS Acronyms ................................................................................................... i Executive Summary ................................................................................ iii 1 Introduction........................................................................................1 1.1 Regional Historical Background ................................................................1 1.2 Regional Contemporary Background........................................................2 1.3 Contextualized Regional Gang Violence....................................................4 -
Forced Assimilation Education for Indigenous Youth
PROJECT Signs of Your Identity: Forced Assimilation Education for Indigenous Youth In the 1837 House of Commons Report, the British government posited that assimilation was the only way forward for indigenous residents of the colonies. In Canada, the United States, Australia, and New Zealand, various iterations of the Indian Residential School system were created—usually church-run boarding schools meant to forcibly assimilate indigenous children into Western culture. Attendance was mandatory, and Indian Agents would regularly visit aboriginal communities to take children as young as two or three from their homes. Many of them wouldn’t see their families again for the next decade, others would never reunite again. These students were punished for speaking their native languages or observing any indigenous traditions, routinely physically and sexually assaulted, and in some extreme instances subjected to medical experimentation and sterilization. The removals continued in Australia until the 1970s. The last residential school in Canada didn't close until 1996. The U.S. government still operates 59 Indian Boarding Schools today. The lasting impact on these indigenous populations is immeasurable. Thousands of children died while in the system—so many that it was common for residential schools to have their own cemeteries. And those who did survive, deprived of their families and their own cultural identities, became part of a series of lost generations. Languages died out, sacred ceremonies were criminalized and suppressed. The Canadian government has officially termed the residential school system a cultural genocide. These are the stories of those who made it through the system, and are coping with the legacy of their boarding school days. -
The Afro-Nicaraguans (Creoles) a Historico-Anthropological Approach to Their National Identity
MARIÁN BELTRÁN NÚÑEZ ] The Afro-Nicaraguans (Creoles) A Historico-Anthropological Approach to their National Identity WOULD LIKE TO PRESENT a brief historico-anthropological ana- lysis of the sense of national identity1 of the Nicaraguan Creoles, I placing special emphasis on the Sandinista period. As is well known, the Afro-Nicaraguans form a Caribbean society which displays Afro-English characteristics, but is legally and spatially an integral part of the Nicaraguan nation. They are descendants of slaves who were brought to the area by the British between the seventeenth and nineteenth centuries and speak an English-based creole. 1 I refer to William Bloom’s definition of ‘national identity’: “[National identity is] that condition in which a mass of people have made the same identification with national symbols – have internalized the symbols of the nation – so that they may act as one psychological group when there is a threat to, or the possibility of enhancement of this symbols of national identity. This is also to say that national identity does not exist simply because a group of people is externally identified as a nation or told that they are a nation. For national identity to exist, the people in mass must have gone through the actual psychological process of making that general identification with the nation”; Bloom, Personal Identity, National Identity and International Relations (Cambridge: Cambridge UP, 1990): 27. © A Pepper-Pot of Cultures: Aspects of Creolization in the Caribbean, ed. Gordon Collier & Ulrich Fleischmann (Matatu 27–28; Amsterdam & New York: Editions Rodopi, 2003). 190 MARIÁN BELTRÁN NÚÑEZ ] For several hundred years, the Creoles have lived in a state of permanent struggle. -
Nationalism NATIONALISM Nationalism—The Belief That People Should Be Loyal to Their Nation—Was Not • Between 1950 and 1980, Widespread Until the 1800S
IMPACT OF Nationalism NATIONALISM Nationalism—the belief that people should be loyal to their nation—was not • Between 1950 and 1980, widespread until the 1800s. The rise of modern nationalism is tied to the 47 African countries spread of democratic ideas and the growth of an educated middle class. overthrew colonial rulers People wanted to decide how they were governed, instead of having and became independent monarchs impose government on them. nations. • In the 1990s, the republics of Bosnia and Herzegovina, Croatia, Slovenia, and Bonds That Create a Nation-State Macedonia broke away from Yugoslavia. • In 2003, Yugoslavia changed its name to Serbia Culture History and Montenegro. a shared way of life (food, a common past; dress, behavior, ideals) common experiences • Europe has 47 countries. (Some of those lie partially in Europe, partially in Asia.) Language About 50 languages are Religion different dialects of spoken in the region. a religion shared by all NATION-STATE one language; one or most of the people dialect becomes • In most of Latin America, “national language” Spanish or Portuguese is the official language. However, many native Nationality Territory languages are still spoken. belief in common ethnic a certain territory that For example, Bolivia has ancestry that may or may belongs to the ethnic three official languages: not be true group; its “land” Spanish and the Indian languages of Aymara and Quechua. Positive and Negative Results of Nationalism Nationalism has not always been a positive influence. For example, extremely strong nationalistic feelings sometimes lead a group to turn against outsiders. The chart below lists some positive and negative results of nationalism. -
Expanding the Crime of Genocide to Include Ethnic Cleansing: a Return to Established Principles in Light of Contemporary Interpretations
Expanding the Crime of Genocide to Include Ethnic Cleansing: A Return to Established Principles in Light of Contemporary Interpretations Micol Sirkin† “‘The only alternative to ethnic minorities is ethnically pure states created by slaughter or expulsion.’”1 I. INTRODUCTION It may be surprising to discover that ethnic cleansing is legally dis- tinct from genocide considering that the media use these terms inter- changeably.2 Currently, no formal legal definition of ethnic cleansing exists.3 In characterizing the acts of the Yugoslav war, however, the United Nations Security Council’s Commission of Experts on violations of humanitarian law stated that “‘ethnic cleansing’ means rendering an area ethnically homogenous by using force or intimidation to remove † J.D. Candidate, Seattle University School of Law, 2010; B.A., Philosophy, Boston University, 2006. I would like to thank Professor Ronald C. Slye for his insight and guidance. I would also like to thank K.D. Babitsky, Lindsay Noel, and Alexis Toma for their hard work and friendship. Last, but not least, I would like to thank my mother, Dalia Sirkin, for always raising the bar and believing in me every step of the way. 1. Jean-Marie Henckaerts, Mass Expulsion in Modern International Law and Practice, in 41 INT’L STUD. IN HUM. RTS. 1, 108 (1995) (quoting Fearful Name from a Nazi Past, L.A. TIMES, June 22, 1994, at B6) (emphasis added). 2. See, e.g., Andy Segal, ‘Bombs for Peace’ After Slaughter in Bosnia, CNN, Dec. 4, 2004, http://www.cnn.com/2008/WORLD/europe/11/20/sbm.bosnia.holbrooke/ (“Three years later, [Ri- chard Holbrooke] would become one of the most influential U.S. -
How History Matters for Student Performance. Lessons from the Partitions of Poland Ú Job Market Paper Latest Version: HERE
How History Matters for Student Performance. Lessons from the Partitions of Poland ú Job Market Paper Latest Version: HERE. Pawe≥Bukowski † This paper examines the effect on current student performance of the 19th century Partitions of Poland among Austria, Prussia and Russia. Despite the modern similarities of the three regions, using a regression discontinuity design I show that student test scores are 0.6 standard deviation higher on the Austrian side of the former Austrian-Russian border. This magnitude is comparable to the black vs. white test score gap in the US. On the other hand, I do not find evidence for differences on the Prussian-Russian border. Using a theoretical model and indirect evidence I argue that the Partitions have persisted through their impact on social norms toward local schools. Nevertheless, the persistent effect of Austria is puzzling given the histori- cal similarities of the Austrian and Prussian educational systems. I argue that the differential legacy of Austria and Prussia originates from the Aus- trian Empire’s policy to promote Polish identity in schools and the Prussian Empire’s efforts to Germanize the Poles through education. JEL Classification: N30, I20, O15, J24 úI thank Sascha O. Becker, Volha Charnysh, Gregory Clark, Tomas Cvrcek, John S. Earle, Irena Grosfeld, Hedvig Horvát, Gábor Kézdi, Jacek Kochanowicz, Attila Lindner, Christina Romer, Ruth M. Schüler, Tamás Vonyó, Jacob Weisdorf, Agnieszka WysokiÒska, Noam Yuchtman, the partici- pants of seminars at Central European University, University of California at Berkeley, University of California at Davis, Warsaw School of Economics, Ifo Center for the Economics of Education and FRESH workshops in Warsaw and Canterbury, WEast workshop in Belgrade, European Historical Economics Society Summer School in Berlin for their comments and suggestions. -
Say Nicaraguan Government and Popular Opinion
“Gringo(s) go home” say Nicaraguan government and popular opinion latinamericagoesglobal.org /2016/07/gringos-go-home-says-nicaraguan-government-popular-opinion/ By Michael Zoorob / July 5, 2016 Click to read this article in Spanish Click to read this article in English On June 14, the Nicaraguan government expelled three individuals employed by the United States government. U.S. State Department Spokesman John Kirby decried the action as “unwarranted and inconsistent with the positive and constructive agenda that we seek with the Government of Nicaragua.” But, according to public surveys, it may be that Nicaraguans want a different agenda with the U.S.— or at least its military. Nicaraguan Ambassador to the U.S., Francisco Campbell, said that two of the U.S. officials were involved in anti- terrorism activities “carried out without the knowledge or the proper coordination with Nicaraguan authorities, which is … very delicate and sensitive.” He further emphasized to the United States “the necessity to inform (them) about official missions that come to Nicaragua, and to coordinate their work.” The two officials worked on export certification for the Customs-Trade Partnership Against Terrorism. The third expelled individual was Evan Ellis, a professor at the U.S. Army War College whose research focuses on Latin American relations with China. Ellis, a civilian-employee of the U.S. government, visited Nicaragua to study the “Great Canal” project and was told to leave the country on short notice one evening soon after he arrived in country. [Full disclosure: he is also a contributor to this website, but had no role in this article.] These incidents directed toward two U.S. -
Crania Japonica: Ethnographic Portraiture, Scientific Discourse, and the Fashioning of Ainu/Japanese Colonial Identities
Portland State University PDXScholar Dissertations and Theses Dissertations and Theses Fall 1-7-2020 Crania Japonica: Ethnographic Portraiture, Scientific Discourse, and the Fashioning of Ainu/Japanese Colonial Identities Jeffrey Braytenbah Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Asian History Commons, and the Asian Studies Commons Let us know how access to this document benefits ou.y Recommended Citation Braytenbah, Jeffrey, "Crania Japonica: Ethnographic Portraiture, Scientific Discourse, and the ashioningF of Ainu/Japanese Colonial Identities" (2020). Dissertations and Theses. Paper 5356. https://doi.org/10.15760/etd.7229 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Crania Japonica: Ethnographic Portraiture, Scientific Discourse, and the Fashioning of Ainu/Japanese Colonial Identities by Jeff Braytenbah A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in History Thesis Committee: Kenneth J. Ruoff, Chair Laura Robson Jennifer Tappan Portland State University 2019 © 2019 Jeff Braytenbah Abstract Japan’s colonial activities on the island of Hokkaido were instrumental to the creation of modern Japanese national identity. Within this construction, the indigenous Ainu people came to be seen in dialectical opposition to the 'modern' and 'civilized' identity that Japanese colonial actors fashioned for themselves. This process was articulated through travel literature, ethnographic portraiture, and discourse in scientific racism which racialized perceived divisions between the Ainu and Japanese and contributed to the unmaking of the Ainu homeland: Ainu Mosir. -
Recuerdos De Nicaragua: Remebering the Dress of Indigenous and Afro- Descendants of Nicaragua in German Moravian Photography By
1 RECUERDOS DE NICARAGUA: REMEBERING THE DRESS OF INDIGENOUS AND AFRO- DESCENDANTS OF NICARAGUA IN GERMAN MORAVIAN PHOTOGRAPHY BY JASMINE HELM In 1849, the German Moravian Church began a protestant Christian mission in Nicaragua. They built churches along the Mosquito Coast extending from southern Honduras throughthe eastern coastline of Nicaragua (fig. 1). The area is home to several indigenous groups including the Miskito, Mayangna (Sumo), Rama and Afro-descendant Creole and Garifuna (black-Caribe) communities. ―Unlike other Europeans of that era, they [Moravians] did not come to the Caribbean Coast of Central America in search of riches,‖1 notes scholar Benjamin Tillman. Rather, the missionaries‘ goal was to convert the native populations to Protestant Christianity and colonize the region. One of the methods to spread the news of their work, was photography. At the turn of the twentieth century, the Moravian missionaries and German immigrants in Nicaragua took ethnographic-style pictures of Moravian occupied Afro-descendant and indigenous communities (fig. 2,3). Many of the photographs were published and circulated as postcards for tourists entitled ―Recuerdos de Nicaragua.‖ They, were also used to internally to document Moravian conversion and were reproduced for publications or possibly for presentation (fig. 4,5). In these images, indigenous people are shown in both indigenous dress and in European-style garments. In contrast, Afro-descendant Creoles were photographed solely wearing European-style ensembles. The Moravian missionaries established infrastructure and civic support that was welcomed by the many Miskito, indigenous and Creole groups, the missionary presence altered the material culture endemic to the communities in the coast including dress. -
Nationalism in Europe
Nationalism Do Now Explain your pride in your country? What would you do for your nation? Why? Learning Targets and Intentions of the Lesson 1. KNOW how Nationalism and Liberalism dominated the political landscape of the 19th Century. 2. UNDERSTAND and explain the contrasts between Realism and Romanticism. 3. Complete a guided reading and short response assignment on the significance of Nationalism (SKILLS). What is Liberalism? A political philosophy founded on the ideas of liberty and equality. Nineteenth-century liberalism was more than an economic and political theory: it was a way of viewing the world. Foundations of Liberalism are in Enlightenment ideas, English liberties, the principles of the Declaration of the Rights of Man Nationalism A nation – people joined together by the bonds of: common language, common customs, culture, and history, administered by the same government. Political and ethnic boundaries should coincide. What is Nationalism? Culture – History - shared way a common of life past Nationality – shared Language- shared ethnic Nationalism communication ancestry Religion- Territory shared by – land belongs to most group Positives –overthrow absolute rule, democratic governments Negatives – Forced assimilation of minority, extreme nationalism leads to dictatorship How did “nationalism” affect Europe in the 19th-century? Following the defeat of Napoleon, the Congress of Vienna met to create a peace settlement in Europe Battle of Waterloo The Congress’s purpose was to establish a balance of power in Europe and return monarchs to power. Prince Klemens von Metternich Congress of Vienna (1814 – 1815) But, the French Revolution had inspired the rise of nationalistic movements in many European countries. Nationalism is the loyalty of a people to their values, traditions, geography…their Country Nationalistic Movements: The unification of Germany was led by Otto von Bismarck. -
UNIVERSITY of CALIFORNIA Santa Barbara the Dynamic
UNIVERSITY OF CALIFORNIA Santa Barbara The Dynamic Interrelationships between Ethnicity and Agrobiodiversity in the Pearl Lagoon Basin, Atlantic Nicaragua A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Anthropology by Nicholas Enyart Williams Committee in charge: Professor Susan C. Stonich, Chair Professor David López-Carr Professor Casey Walsh Dr. Andrea M. Allen, Michigan State University September 2015 The dissertation of Nicholas E. Williams is approved. ____________________________________________ Andrea M. Allen ____________________________________________ David López-Carr ____________________________________________ Casey Walsh ____________________________________________ Susan C. Stonich, Committee Chair June 2015 The Dynamic Interrelationships between Ethnicity and Agrobiodiversity in the Pearl Lagoon Basin, Atlantic Nicaragua Copyright © 2015 by Nicholas Enyart Williams iii ACKNOWLEDGEMENTS My research would have not been possible without the help and support of many generous people. I wish to thank Drs. Susan Stonich, Casey Walsh, David López-Carr, and Andrea Allen for their time and commitment throughout the development of my research project and their invaluable feedback during the writing process. I also extend my appreciation to the Fulbright Program and John Fer at the U.S. Embassy in Managua for supporting me during my fieldwork in Nicaragua. I attribute so many of my achievements to the unwavering support of my family. In particular, thank you to my wife, Seeta,