Srl | Item |
1 |
ID:
107463
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Publication |
2011.
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Summary/Abstract |
There were many channels of Western impact on nineteenth-century Iran. The military sphere was the first and continued to be of importance throughout the nineteenth and twentieth centuries. Diplomatic interchanges, travelers and new types of economic activity were all influential in opening Iranians to awareness of another world. But perhaps the foremost channel through which the impact of the West was transmitted to Iran was education. Several areas in the educational sphere were important in the influx of Western ideas and ways into nineteenth and early twentieth century Iran. These were: students sent abroad; Western-inspired educational institutions set up by the Iranian government, and later by private individuals; and mission schools. This analysis focuses on the last of these influences and, above all, on the most renowned of the mission schools, Alborz College. In surveying the evidence, one can conclude that mission-provided Western education formed a significant chapter in the early modern period of Iranian history.
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2 |
ID:
124297
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Publication |
2013.
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Summary/Abstract |
From the turn of the century up until the 1930s, public education under Dutch rule in Indonesia developed both quantitatively and qualitatively, but this expansion was interrupted, and even reversed, by the onset of the Great Depression. Focusing on schoolteachers in particular, this essay examines the trajectory of education policies in colonial Indonesia in response to the crisis, from the initial measures, to partial recovery in the mid-1930s, up to the Japanese invasion of 1942. The crisis ushered in the policy of indigenisation, which saw large-scale education reorganisation, including the substitution of European teachers with much lower paid Indonesians. Indigenisation was also a political response to the spreading of nationalist ideals through the growing number of independent schools run by Taman Siswa and the Muhammadiyah. Hence, the intention was also to transform Indonesian teachers into cultural agents who would propagate a government-formulated concept of cultural identity among their own community. However, indigenisation contributed to the gradual delegitimisation of colonial authority through the exodus of well-educated Indonesians who had been intended as docile imperial subjects.
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3 |
ID:
124298
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Publication |
2013.
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Summary/Abstract |
This study investigates how multicultural citizenship education is taught in a Chinese Christian school in Jakarta, where multiculturalism is not a natural experience. Schoolyard ethnographic research was deployed to explore the reality of a 'double minority' - Chinese Christians - and how the citizenship of this marginal group is constructed and contested in national, school, and familial discourses. The article argues that it is necessary for schools to actively implement multicultural citizenship education in order to create a new generation of young adults who are empowered, tolerant, active, participatory citizens of Indonesia. As schools are a microcosm of the nation-state, successful multicultural citizenship education can have real societal implications for it has the potential to render the idealism enshrined in the national motto of 'Unity in Diversity' a lived reality.
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