CHAPTER ONE the FALL of BLAMBANGAN in 1768 Introduction Since the Passing of the Age of Decolonization, New Viewpoints Have Been
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Colony and Empire, Colonialism and Imperialism: a Meaningful Distinction?
Comparative Studies in Society and History 2021;63(2):280–309. 0010-4175/21 © The Author(s), 2021. Published by Cambridge University Press on behalf of the Society for the Comparative Study of Society and History doi:10.1017/S0010417521000050 Colony and Empire, Colonialism and Imperialism: A Meaningful Distinction? KRISHAN KUMAR University of Virginia, Charlottesville, VA, USA It is a mistaken notion that planting of colonies and extending of Empire are necessarily one and the same thing. ———Major John Cartwright, Ten Letters to the Public Advertiser, 20 March–14 April 1774 (in Koebner 1961: 200). There are two ways to conquer a country; the first is to subordinate the inhabitants and govern them directly or indirectly.… The second is to replace the former inhabitants with the conquering race. ———Alexis de Tocqueville (2001[1841]: 61). One can instinctively think of neo-colonialism but there is no such thing as neo-settler colonialism. ———Lorenzo Veracini (2010: 100). WHAT’ S IN A NAME? It is rare in popular usage to distinguish between imperialism and colonialism. They are treated for most intents and purposes as synonyms. The same is true of many scholarly accounts, which move freely between imperialism and colonialism without apparently feeling any discomfort or need to explain themselves. So, for instance, Dane Kennedy defines colonialism as “the imposition by foreign power of direct rule over another people” (2016: 1), which for most people would do very well as a definition of empire, or imperialism. Moreover, he comments that “decolonization did not necessarily Acknowledgments: This paper is a much-revised version of a presentation given many years ago at a seminar on empires organized by Patricia Crone, at the Institute for Advanced Study, Princeton. -
D 328 the Bioregional Principal at Banyuwangi Region Development
Proceedings of the International Conference on Industrial Engineering and Operations Management Riyadh, Saudi Arabia, November 26-28, 2019 The Bioregional Principal at Banyuwangi Region Development in the Context of Behavior Maintenance Ratna Darmiwati Catholic University of Darma Cendika, Surabaya, Indonesia [email protected] Abstract The tourism, natural resources, local culture and Industries with the environment are the backbone of the government's foreign development in the region exchange. The sustainable development without the environment damaging that all activities are recommended, so that between the nature and humans can be worked simultaneously. The purpose of study is maintaining the natural conditions as they are and not to be undermined by irresponsible actions. All of them are facilitated by the government, while maintaining the Osing culture community and expanding the region and make it more widely known. The maintenance of the natural existing resources should be as good as possible, so that it can be passed on future generations in well condition. All of the resources, can be redeveloped in future. The research method used qualitative-descriptive-explorative method which are sorting the datas object. The activities should have involved and relevant with the stakeholders such as the local government, the community leaders or non-governmental organizations and the broader community. The reciprocal relationships between human beings as residents and the environment are occurred as their daily life. Their life will become peaceful when the nature is domesticated. The nature will not be tampered, but arranged in form of human beings that can be moved safely and comfortably. Keywords: The Culture, Industry, Natural Resources, Tourism. -
Imperialism: Materiality and Ideology
Sample chapter from: Mario Liverani, Assyria: e Imperial Mission http://www.eisenbrauns.com/item/LIVASSYRI © Copyright 2017 Eisenbrauns. All rights reserved. Chapter 1 Imperialism: Materiality and Ideology It is first of all necessary, or at least convenient, to clarify what is meant by “em- pire”; such a clarification is in turn the basis upon which an analysis of imperialism, or imperial ideology, can proceed. The definition of empire has always been subject to debate, 1 and I hereby limit myself to two traditional definitions. The first is that of John Gilissen: 2 “un état souverain, un territoire relativement vaste, de multiples groupes socio-politiques, une certaine durée, la concentration du pouvoir entre les mains d’une même autorité, généralement monocratique, la tendance à l’hégémonie, voire à l’universalisation.” The second is that of Michael Doyle: 3 “Empire is a rela- tionship, formal or informal, in which one state controls the effective sovereignty of another political society. It can be achieved by force, by political collaboration, by economic, social, or cultural dependence. Imperialism is simply the process of es- tablishing or maintaining an empire.” The first definition includes—and the second omits—what is to my mind the essential prerequisite for any consideration of empire, namely the ideological principle, the “imperial mission”: imperialism as the mission to subjugate, or at least to impose hegemony over, the entirety of the known world. 4 Unfortunately, two opposed but equally superficial tendencies prevail in the com- pilation of lists of empires—one tendency applies the “empire” label widely, while the other restricts its use. -
CHAPTER I INTRODUCTION This Chapter Presents Five Subtopics
CHAPTER I INTRODUCTION This chapter presents five subtopics, namely; research background, research questions, research objective, research limitation and research significance. 1.1 Research Background Language is essentially a speech of the mind and feeling of human beings on a regular basis, which uses sound as a tool (Ministry of National Education, 2005: 3). Language is a structure and meaning that is free from its users, as a sign that concludes a goal (HarunRasyid, Mansyur&Suratno 2009: 126). Language is a particular kind of system that is used to transfer the information and it is an encoding and decoding activity in order to get information (Seken, 1992). The number of languages in the world varies between (6,000-7,000) languages. However, the right estimates depend on arbitrary changes between various languages and dialects. Natural language is sign language but each language can be encoded into a second medium using audio, visual, or touch stimuli, for example, in the form of graphics, braille, or whistles. This is because human language is an independent modality. All languages depend on a symbiotic process to connect signals with certain meanings. In Indonesia there are many very beautiful cities and many tribes that have different languages and are very interesting to learn. One of the cities to be studied is Banyuwangi Regency. Banyuwangi Regency is a district of East Java province in Indonesia. This district is located in the easternmost part of Java Island. Banyuwangi is separated by the Bali Strait from Bali. Banyuwangi City is the administrative capital. The name Banyuwangi is the Javanese language for "fragrant water", which is connected with Javanese folklore on the Tanjung. -
MASA LALU MASA KINI BANYUWANGI Identitas Kota Dalam Geliat Hibriditas Dan Komodifikasi Budaya Di Perbatasan Timur Jawa
MASA LALU MASA KINI BANYUWANGI Identitas Kota dalam Geliat Hibriditas dan Komodifikasi Budaya di Perbatasan Timur Jawa WIWIN INDIARTI Fakultas Bahasa dan Seni - Universitas PGRI Banyuwangi [email protected] International Conference Sahid Jaya Hotel, Solo ♦ 11-12 October 2016 MASA LALU MASA KINI BANYUWANGI: Identitas Kota Dalam Geliat Hibriditas Dan Komodifikasi Budaya Di Perbatasan Timur Jawa Wiwin Indiarti Language and Art Faculty, Universitas PGRI Banyuwangi Ikan Tongkol Street No. 22, Banyuwangi 68416 [email protected] Urban history of Indonesia, especially of the towns which in the past had developed into trade routes and royal centers, made them transits, meeting points and melting pots of cross cultures, ethniques, nations and religious beliefs resulting societies with very high complexity. Towns, therefore, represent multicultural society with plural characters. Banyuwangi in the past had been one of multicultural regions inhabited by various ethniques. Using (Osing) ethnique community in Banyuwangi, regarded as the heir of Blambangan Kingdom in the past, becoming important actors in shaping Banyuwangi identity today. Through the long historical process colored by cultural hibridity, Using community does cultural dialectic towards foreign domination and forces represented in the local language and various forms of oral traditions, folk arts and ethnique rites. This article aims at studying Using cultural hibridity process in becoming the dominant discourse of ethno-cultural identity of today Banyuwangi which shaping the town identity and, massively, becoming cultural commodification object. The analysis makes use of cultural identity, hibridity and commodification theories in hegemonic perspective. Using ethno-cultural identity becomes an important part of the local government cultural policies conducted through the controls, identity enforcement, promotion and cultural commodification. -
A Cape of Asia: Essays on European History
A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 1 a cape of asia A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 2 A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 3 A Cape of Asia essays on european history Henk Wesseling leiden university press A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 4 Cover design and lay-out: Sander Pinkse Boekproductie, Amsterdam isbn 978 90 8728 128 1 e-isbn 978 94 0060 0461 nur 680 / 686 © H. Wesseling / Leiden University Press, 2011 All rights reserved. Without limiting the rights under copyright reserved above, no part of this book may be reproduced, stored in or introduced into a retrieval system, or transmitted, in any form or by any means (electronic, mechanical, photocopying, recording or otherwise) without the written permission of both the copyright owner and the author of the book. A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 5 Europe is a small cape of Asia paul valéry A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 6 For Arnold Burgen A Cape of Asia.indd | Sander Pinkse Boekproductie | 10-10-11 / 11:44 | Pag. 7 Contents Preface and Introduction 9 europe and the wider world Globalization: A Historical Perspective 17 Rich and Poor: Early and Later 23 The Expansion of Europe and the Development of Science and Technology 28 Imperialism 35 Changing Views on Empire and Imperialism 46 Some Reflections on the History of the Partition -
World Geography: Unit 6
World Geography: Unit 6 How did the colonization of Africa shape its political and cultural geography? This instructional task engages students in content related to the following grade-level expectations: • WG.1.4 Use geographic representations to locate the world’s continents, major landforms, major bodies of water and major countries and to solve geographic problems • WG.3.1 Analyze how cooperation, conflict, and self-interest impact the cultural, political, and economic regions of the world and relations between nations Content • WG.4.3 Identify and analyze distinguishing human characteristics of a given place to determine their influence on historical events • WG.4.4 Evaluate the impact of historical events on culture and relationships among groups • WG.6.3 Analyze the distribution of resources and describe their impact on human systems (past, present, and future) In this instructional task, students develop and express claims through discussions and writing which Claims examine the effect of colonization on African development. This instructional task helps students explore and develop claims around the content from unit 6: Unit Connection • How does the history of colonization continue to affect the economic and social aspects of African countries today? (WG.1.4, WG.3.1, WG.4.3, WG.4.4, WG.6.3) Formative Formative Formative Formative Performance Task 1 Performance Task 2 Performance Task 3 Performance Task 4 How and why did the How did European What perspectives exist How did colonization Supporting Questions colonization of Africa countries politically on the colonization of impact Africa? begin? divide Africa? Africa? Students will analyze Students will explore Students will analyze Students will examine the origins of the European countries political cartoons on the lingering effects of Tasks colonization in Africa. -
Community Empowerment Through Research, Innovation and Open Access
COMMUNITY EMPOWERMENT THROUGH RESEARCH, INNOVATION AND OPEN ACCESS PROCEEDINGS OF THE 3RD INTERNATIONAL CONFERENCE ON HUMANITIES AND SOCIAL SCIENCES (ICHSS 2020), MALANG, INDONESIA, 28 OCTOBER 2020 Community Empowerment through Research, Innovation and Open Access Edited by Joko Sayono & Ahmad Taufiq Universitas Negeri Malang, Indonesia Luechai Sringernyuang Mahidol University, Thailand Muhamad Alif Haji Sismat Universiti Islam Sultan Sharif Ali, Brunei Darussalam Zawawi Isma’il Universiti Teknologi Malaysia, Malaysia Francis M. Navarro Ateneo De Manila University, Philippines Agus Purnomo & Idris Universitas Negeri Malang, Indonesia CRC Press/Balkema is an imprint of the Taylor & Francis Group, an informa business © 2021 selection and editorial matter, the Editors; individual chapters, the contributors Typeset by MPS Limited, Chennai, India The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. Although all care is taken to ensure integrity and the quality of this publication and the information herein, no responsibility is assumed by the publishers nor the author for any damage to the property or persons as a result of operation or use of this publication and/or the information contained herein. Library of Congress Cataloging-in-Publication Data A catalog record has been requested for this book Published by: CRC Press/Balkema Schipholweg 107C, 2316 XC Leiden, The Netherlands e-mail: [email protected] www.routledge.com – www.taylorandfrancis.com ISBN: 978-1-032-03819-3 (Hbk) ISBN: 978-1-032-03820-9 (Pbk) ISBN: 978-1-003-18920-6 (eBook) DOI: 10.1201/9781003189206 Community Empowerment through Research, Innovation and Open Access – Sayono et al (Eds) © 2021 Copyright the Editor(s), ISBN 978-1-032-03819-3 Table of contents Preface ix Acknowledgement xi Scientific committee xiii Organizing committee xv Empowering translation students through the use of digital technologies 1 M.A.H. -
Rome and Imperialism
1 Rome and Imperialism expansion, so as to avoid importing con- 2 notations of competing hegemonies led by 3 modernising nation states (Veyne 1975): 4 those who follow Lenin’s notion of impe- 5 Rome in the history of rialism as a distinct stage of capitalism 6 imperialism (1934) would also have to reject the label as 7 Rome has long occupied a central place in it applied to Rome. 8 the theorisation of empire. One reason is that In practice it is not feasible to dispense with 9 imperial symbols and language – eagles, fas- the labels ‘empire’ and ‘imperialism’, as simi- 10 ces, laurel wreaths, and the Latin titulature of lar problems face any alternative terminol- 11 empire – have been repeatedly appropriated ogy. The most thoughtful recent approaches 12 in the Western tradition by expanding powers treat Rome as one of number of similar 13 and states. The Frankish King Charlemagne political entities often termed early empires. 14 had himself crowned emperor by the Pope Depending on the focus of the analysis 15 in Rome in 800. The title Kaisar (Caesar) was these are often qualified as tributary empires 16 used by the rulers of successive German (in relation to their political economy) or 17 emperors in the Middle Ages, and Czar by pre-capitalist or pre-industrial if their eco- 18 various Eastern European powers up to and nomic life or technology seems more impor- 19 including the rulers of Russia. Medieval tant. Broadly similar to Rome would be the 20 appropriations related as much to the contem- sequence of Chinese empires that began in 21 porary presence of the emperors of Byzantium 221 BCE with the creation of the Qin dynasty, 22 (who continued to be Caesars and to rule a a series of empires based on the Iranian pla- 23 Roman Empire into the 15th century) as to any teau including those of the Achaemenid, 24 close connection with earlier periods. -
Imperialism Tate Britain: Colonialism Tate Britain Has Over 500 Pieces of Art That Are Related to British Colonialism. There Ar
Imperialism Tate Britain: Colonialism Tate Britain has over 500 pieces of art that are related to British Colonialism. There are portraits, propaganda and photographs. Mutiny at the Margin: The Indian Uprising of 1857 2007 saw the 150th Anniversary of the Indian Uprising (also known as the ‘Mutiny') of 1857-58. One of the best-known episodes of both British imperial and South Asian history and a seminal event for Anglo-Indian relations, 1857 has yet to be the subject of a substantial revisionist history British Postal Museum and Archive: British Empire Exhibition Great Britain’s first commemorative stamps were issued on 23 April 1924 – this marked the first day of the British Empire Exhibition at Wembley. British Cartoon Archive: British Empire The British Cartoon Archive has a collection of 280 contemporary cartoons that are related to the British Empire. The Word on the Street: Emigration This contains a collection of 44 ballads that are related to British emigration during the 1800/1900’s. British Pathe: Empire British Pathe has a collection of contemporary newsreels that are related to the empire. Included, for example, is footage from Empire Day celebration in 1933. The British Library: Asians in Britain These webpages trace the long history of Asians in Britain, focusing on the period 1858-1950. They explore the subject through contemporary accounts, posters, pamphlets, diaries, newspapers, political reports and illustrations, all evidence of the diverse and rich contributions Asians have made to British life. The National Archives: British Empire The National Archives has an exhibition that analyses the growth of the British Empire. -
Infographic Development of Blambangan Kingdom for History Learning in Senior High School
Community Empowerment through Research, Innovation and Open Access – Sayono et al (Eds) © 2021 Copyright the Author(s), ISBN 978-1-032-03819-3 Infographic development of Blambangan Kingdom for history learning in senior high school M.N.L. Khakim∗, I.Y. Afhimma, K.A. Wijaya, M.R.I. Ardiansyah, & Marsudi Universitas Negeri Malang, Malang, Indonesia ABSTRACT: Teaching materials become an essential component of learning. History learning is often considered synonymous with boring material. The purpose of this study is to develop interesting teaching materials for the historical learning. The development of teaching materials used historical research data. The Blambangan Kingdom (1293–1772) was one of the important ancient kingdoms in East Java that needed to be taught in schools. The method of this study was research and development. The steps of research and development were literature study, product design, product specification, design validation, product manufacturing, initial product testing, product revision, extensive product testing, and dissemination. Infographic teaching materials become a solution for history learning. This study develops an infographic teaching materials with a focus on the discussion about the history of Blambangan Kingdom in senior high school. This infographic is up to date because it used an attractive cartoon figure, a concise explanation, and an additional QR code to enrich the information. The implementation of infographics on 35 respondents indicates that infographic teaching materials on the history of Blambangan Kingdom are effectively used in learning supported by material points, instructions for use and evaluation questions. Keywords: teaching materials, Infographic, Blambangan Kingdom, history learning 1 INTRODUCTION Learning in the current era has progressed, especially history learning. -
Stamatov Office Hours: Monday, 1-3 Pm Phone: 432-6562 Email: [email protected] Teaching Fellow: Sandy Zhao, [email protected]
Sociology 306a/553a, EPE 337a: Empires and Imperialism Monday 3:30-5:20 pm 493 College Street, Room 208 Instructor: Peter Stamatov Office hours: Monday, 1-3 pm Phone: 432-6562 Email: [email protected] Teaching Fellow: Sandy Zhao, [email protected] Today, we live in a world of nation states, a world in which each nation has—or aspires to have—its “own” state. Yet this global dominance of the idea of the nation state is of relatively recent provenance. For the most of human history, political power has been organized in forms more complex than the simple formula “one nation/one state.” In this course, we will discuss empires, the institutional manifestation of this complex organization of political power. Empire, imperialism, colonialism and postcolonialism are concepts frequently evoked in public and academic discourse, mainly to refer to the period of European overseas expansion from the fifteenth century on. One aim of this course is to place this European imperialism and its consequences in a larger comparative context. We will do so by considering the historical predecessors of modern European imperialism in Antiquity and in the Middle Ages, as well as “contemporaries” of European empires in other parts of the world. With this foundation, in the second half of the course we will discuss and evaluate representative works drawn from the rich literature on modern imperialism and colonialism. Requirements and Readings 1) Regular attendance, careful reading of the assigned texts, and engaged participation in class. 2) Abstention from laptop use. While laptops are an indispensable productivity tool, their use in the class room creates a sterile atmosphere with everyone glued to their screen instead of engaging with the discussion.