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“What do they know?” A qualitative comparative research into the narratives of Dutch history schoolbooks and of Dutch Indies-veterans on the decolonisation of Indonesia (1945-1949) Victimology and Criminal Justice Master’s thesis Iris Becx ANR: 975007 Supervisors: Prof. Dr. A. Pemberton and Dr. S. B. L. Leferink 13 January 2017 Voorwoord Met gepaste trots presenteer ik u mijn masterscriptie. In veel soortgelijke voorwoorden komen de woorden ‘bloed, zweet en tranen’ voor, maar die duiding zou ik niet willen gebruiken. Natuurlijk was het schrijfproces soms frustrerend, leek er geen eind aan te komen, of zag ik door de bomen het bos niet meer. Ik werd op de proef gesteld doordat er te weinig, of juist te veel literatuur was gepubliceerd, en toen eindelijk de puzzelstukjes van mijn theoretisch kader op hun plek waren gevallen, sloeg ik het bestand verkeerd op en verloor vervolgens alle weldoordachte formuleringen, waardoor ik weer van voor af aan kon beginnen. Toch is hier een ander spreekwoord meer op z’n plek, namelijk ‘zonder wrijving geen glans’, want uiteindelijk kijk ik toch vooral met plezier terug op het schrijven van deze thesis. Na al die maanden raak ik nog steeds onverminderd enthousiast van mijn onderzoek, en ben ik erachter gekomen dat ik onderzoek doen eigenlijk heel erg leuk vind. Omdat dit proces niet hetzelfde was verlopen zonder een aantal personen, wil ik graag van de mogelijkheid gebruik maken om ze hier te bedanken. De groep die ik de grootste dank verschuldigd ben, is de groep respondenten. Hartelijk bedankt voor uw tijd, het graven in uw geheugen, en het mij toevertrouwen van herinneringen. Hoewel u niet allemaal overtuigd was van de bruikbaarheid van uw antwoorden, heb ik er veel aan gehad. Ook wil ik de medewerkers van Bronbeek bedanken voor het fijne contact en het faciliteren van drie interviews. Vervolgens mijn begeleider. Ap, Flap, Antony, meestal worden thesisbesprekingen en bier niet gecombineerd, maar als het aan jou zou liggen dan gaan die twee hand in hand. Bedankt voor je kritische blik, je waarderende woorden en bedankt voor de vrijheid die je me hebt gegeven, ook al wilde ik dat laatste niet altijd. Ik denk dat mijn thesis er weldoordachter en vollediger door is geworden. Tijdens het schrijven heb ik met vrienden, familie en collega’s over mijn thesis gesproken en twee dingen vielen me steeds weer op. Ten eerste: het onderwerp leeft. Meer dan vijfenzestig jaar na de onafhankelijkheid van Indonesië kunnen de gemoederen nog steeds hoog oplopen wanneer de rol van Nederland in Nederlands-Indië ter sprake komt. Ten tweede viel het me op hoe weinig de meesten van het conflict weten, maar hoe er tegelijkertijd ook een normatief gekleurd beeld van de dekolonisatie bestaat. De talloze gesprekken en terloopse opmerkingen, die alle kanten opschoten, dwongen mij om mijn thesis voortdurend vanuit verschillende perspectieven te benaderen. Hoewel ik natuurlijk nooit iedereen bij naam kan noemen, wil ik iedereen bedanken voor de interessante 2 gesprekken en discussies. In het bijzonder wil ik Wouter bedanken voor het nalezen en verbeteren van mijn thesis, en mijn ouders voor alle steun en interesse in mijn gekozen onderwerp. Nienke, soldaat, rots in de branding, jij verdient een persoonlijk bedank. Samen hebben we gestreden om zowel onze studie als onze trein te halen. Je hebt me keer op keer voorzien van goed advies (en peptalks), en daar is mijn thesis alleen maar beter van geworden. Maar het meeste wil ik je bedanken voor alle gezellige koffiepauzes die steevast weer uit de hand liepen als we ons hadden voorgenomen om “echt maar een halfuurtje” pauze te nemen. Ik hoop dat we nog vaak samen koffie zullen drinken. Ten slotte hoop ik dat mijn thesis elke lezer iets leert over de dekolonisatie van Indonesië, over hoe dit in Nederland wordt herdacht, en over de Indië-veteranen die in beide in rol spelen. Iris Becx 3 Abstract Background: After a colonial history of more than three centuries, Indonesian Republicans declare the independence of the Republic of Indonesia in 1945. What follows is a very violent period that is both a civil war and a decolonisation war. The event was eventually not discussed in the Dutch society, but from 1969 onwards, the discussion focusses on the normative aspect of the role of the Dutch military. As schoolbooks provide a narrative that most people in society are familiar with, this thesis compares this narrative to society’s master narrative, and to the narratives of Dutch Indies- veterans. Methodology: The theory that this thesis builds upon, is the theory that every story is a narrative. Taking into account the way the decolonisation is discussed in society over the past sixty-five years, several sub-questions were developed in order to understand the narratives of both the history schoolbooks and the Indies-veterans. For the twelve schoolbooks both qualitative and quantitative methods are used to entangle the narratives. Semi-structured interviews were used for the interviews with the five Dutch Indies-veterans. Results: The schoolbooks of the first two periods (1949-1968 and 1969-1989) do not pay much (critical) attention to the decolonisation. The books of the third period (1990-2016) provide more information and treat the subject more critically. However, these books tend to follow society’s negative and morally loaded master narrative. The analysis of the interview with the Indies-veterans shows that the group can be divided into two groups; those who feel emotionally involved with the decolonisation, and those who do not. However, both groups are affected by society’s negative master narrative regarding the decolonisation. Conclusion: There is a clear disparity between society’s master narrative, the schoolbook narratives, and the narratives of the veterans. The master narrative is a negative, morally loaded narrative, which is not challenged by the narratives of the schoolbooks. As a result, the veterans feel affected and misunderstood. Both the veterans and society at large can benefit from a more nuanced and complete account of the decolonisation. Key words: Netherlands, Dutch-Indies, Decolonisation, Narratives, Public Discourse, Schoolbook analysis, Indies-Veterans, Victimology. 4 Table of contents Voorwoord .............................................................................................................................................. 2 Abstract ................................................................................................................................................... 4 Table of contents ..................................................................................................................................... 5 Chapter 1. Introduction ........................................................................................................................... 7 Narratives ............................................................................................................................................ 7 Narrative tension ................................................................................................................................. 9 Research question ............................................................................................................................. 10 Chapter 2. Historical framework ........................................................................................................... 11 History of Indonesia .......................................................................................................................... 11 Dutch remembrance of the process of decolonisation of Indonesia ................................................ 17 A national trauma: 1949-1968 ...................................................................................................... 18 Media attention and historical publications: 1969-1989 .............................................................. 20 A royal visit and the case Rawagede: 1990-2016 .......................................................................... 22 Conclusion ......................................................................................................................................... 24 Chapter 3. Theoretical framework ........................................................................................................ 25 Schoolbook’s narrative ...................................................................................................................... 26 Veterans’ narrative ............................................................................................................................ 32 Chapter 4. Methodology ....................................................................................................................... 36 History schoolbook analysis .............................................................................................................. 36 Interviews with Dutch Indies-veterans ............................................................................................. 39 Chapter 5. Results schoolbooks ............................................................................................................ 42 Period one: A national trauma: 1949-1968 ....................................................................................... 42 Media attention and historical publications: 1969-1989 .................................................................. 46 A royal visit and the case Rawagede: 1990-2016 .............................................................................
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