Changing Identity Politics and the Paradox of Sinification
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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 Laws and regulations discriminating against Chinese Indonesians have been Ray Hervandi, Project Assistant at repealed.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. -
Mutual Integration Versus Forced Assimilation
Mutual Integration Versus Forced Assimilation: The Conflict between Sandinistas and Miskitu Indians, 1979-1987 by Jordan Taylor Towne An honors thesis submitted to the Honors Committee of The University of Colorado at Boulder Spring 2013 Abstract: This study aims to i) disentangle the white man’s overt tendency of denigrating indigenous agency to ethnic identity and, through the narrative of the Miskitu people of Nicaragua’s Atlantic Coast, display that this frequent ethnic categorization oversimplifies a complex cultural identity; ii) bring to the fore the heterogeneity inherent to even the most seemingly unanimous ethnic groups; iii) illustrate the influence of contingent events in shaping the course of history; and iv) demonstrate that without individuals, history would be nonexistent—in other words, individuals matter. Through relaying the story of the Miskitu Indians in their violent resistance against the Revolutionary Sandinistas, I respond contrarily to some of the relevant literature’s widely held assumptions regarding Miskitu homogeneity, aspirations, and identity. This is achieved through chronicling the period leading to war, the conflict itself, and the long return to peace and respectively analyzing the Miskitu reasons for collective resistance, their motives in supporting either side of the fragmented leadership, and their ultimate decision to lay down arms. It argues that ethnic identity played a minimal role in escalating the Miskitu resistance, that the broader movement did not always align ideologically with its representative bodies throughout, and that the Miskitu proved more heterogeneous as a group than typically accredited. Accordingly, specific, and often contingent events provided all the necessary ideological premises for the Miskitu call to arms by threatening their culture and autonomy—the indispensible facets of their willingness to comply with the central government—thus prompting a non-revolutionary grassroots movement which aimed at assuring the ability to join the revolution on their own terms. -
World on Fire: How Exporting Free Market Democracy Breeds Ethnic Hatred and Global Instability
World on Fire: How Exporting Free Market Democracy Breeds Ethnic Hatred and Global Instability Professor Amy Chua, Yale Law School New York, N.Y.: Anchor Books, 2004 This book is about a phenomenon—pervasive outside the West yet rarely acknowledged, indeed often viewed as taboo—that turns free market democracy into an engine of ethnic conflagration. The phenomenon I refer to is that of market-dominant minorities: ethnic minorities who, for widely varying reasons, tend under market conditions to dominate economically, often to a startling extent, the “indigenous” majorities around them. Market-dominant minorities can be found in every corner of the world. The Chinese are a market-dominant minority not just in the Philippines but throughout Southeast Asia. In 1998, Chinese Indonesians, only 3 percent of the population, controlled roughly 70 percent of Indonesia’s private economy, including all of the country’s largest conglomerates. More recently, in Burma, entrepreneurial Chinese have literally taken over the economies of Mandalay and Rangoon. Whites are a market- dominant minority in South Africa—and, in a more complicated sense, in Brazil, Ecuador, Guatemala, and much of Latin America. Lebanese are a market-dominant minority in West Africa. Ibo are a market-dominant minority in Nigeria. Croats were a market-dominant minority in the former Yugoslavia. And Jews are almost certainly a market-dominant minority in post-Communist Russia. Market-dominant minorities are the Achilles’ heel of free market democracy. In societies with a market-dominant ethnic minority, markets and democracy favor not just different people, or different classes, but different ethnic groups. -
Orientalism and the Rhetoric of the Family: Javanese Servants in European Household Manuals and Children's Fiction1 Elsbeth L
O rientalism and the Rhetoric of the Family: Javanese Servants in European H ousehold Manuals and C hildren' s F iction1 Elsbeth Locher-Scholten Of all dominated groups in the former colonies, domestic servants were the most "sub altern." Silenced by the subservient nature of their work and the subordinated social class they came from, Indonesian or Javanese servants in the former Dutch East-Indies were neither expected nor allowed to speak for themselves. Neither did they acquire a voice through pressures in the labor market, as was the case with domestic servants in twentieth- century Europe.2 Because of the large numbers of Indonesian servants, the principle of supply and demand functioned to their disadvantage. For all these reasons, it is impossible to present these servants' historical voices and experiences directly from original source material. What we can do is reconstruct fragments of their social history from circumstantial evi dence (censuses). Moreover, in view of the quantity of fictional sources and the growing interest in the history of colonial mentalities, we can analyze the Dutch narratives which chronicle the colonizer-colonized relationship. It is possible to reconstruct pictures of Indo nesian servants by decoding these representations, although we should keep in mind that * A first draft of this article was presented to the Ninth Berkshire Conference of the History of Women, Vassar College, June 1993.1 want to thank the audience as well as Sylvia Vatuk, Rosemarie Buikema, Frances Gouda, Berteke Waaldijk and the anonymous reviewers of this journal for their useful comments on earlier drafts. 2 Since the Vassar historian Lucy Maynard Salmon published the first study of domestic service in the United States in 1890, the history of American and European domestic service has become a well-documented field of historical analysis. -
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. -
Sixth Annual Grotius Lecture: World on Fire Amy Chua
American University International Law Review Volume 19 | Issue 6 Article 2 2004 Sixth Annual Grotius Lecture: World on Fire Amy Chua Follow this and additional works at: http://digitalcommons.wcl.american.edu/auilr Part of the International Law Commons Recommended Citation Chua, Amy. "Sixth Annual Grotius Lecture: World on Fire." American University International Law Review 19, no. 6 (2004): 1239-1253. This Article is brought to you for free and open access by the Washington College of Law Journals & Law Reviews at Digital Commons @ American University Washington College of Law. It has been accepted for inclusion in American University International Law Review by an authorized administrator of Digital Commons @ American University Washington College of Law. For more information, please contact [email protected]. THE SIXTH ANNUAL GROTIUS LECTURE:* WORLD ON FIRE AMY CHUA** Many thanks to all of you for coming this evening. It's a great pleasure and honor for me to be giving the Grotius Lecture this year. I'm very grateful to Hannah Buxbaum, Charlotte Ku, and Anne- Marie Slaughter for inviting me. Many thanks also to Danny Brad- low and to the American University, Washington College of Law for co-sponsoring this event and to Upendra Baxi for commenting. My plan is to speak for about thirty minutes. I'll start by presenting the main thesis of my book, World on Fire,1 and I'll try to illustrate that thesis with examples from specific countries, from Indonesia to Bo- livia to Russia to Sierra Leone. I'll then shift my focus to the United States and how it fits into the picture. -
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. -
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. -
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. -
Dong 1 Asian Refugees: the Case of China, Vietnam, North Korea, And
Dong 1 Asian Refugees: The Case of China, Vietnam, North Korea, and the International Community By: Leslie J. Dong Dept. of International Affairs, University of Colorado at Boulder Defended April 6, 2015 Thesis Advisors: Dr. William Wei, Dept. of History Dr. Tim Weston, Dept. of History Dr. Vicki Hunter, Dept. of International Affairs Dong 2 ABSTRACT Leslie Dong: Asian Refugees Under the Direction of William Wei The world is plagued by the largest refugee crisis since World War II. At this given time, there are more than 51 million displaced people around the world and nearly 35% of them originate from and remain in Asia. Due to the absence of developed regional institutions, refugee crises remain largely a state-to-state issue in Asia, making China (P.R.C.) a key player in addressing these crises. China's geographic location and its robust economic growth has not only made it an ideal haven for refugees, China's growing influence in Asia has also given it an unprecedented opportunity to establish itself as a leader in humanitarian crises. Because of the immense impact that China's refugee policies have on the surrounding region, this study seeks to examine how China formulates its refugee policies and why it adopts certain policies over others in different situations. By examining the driving factors for China's starkly different response to the Vietnamese refugee crisis (1978-1979) and the North Korean refugee crisis (since the 1990s), this study sheds light on China's policy considerations and its implications for the rest of Asia.