This document discusses the history of Javanese indentured labor and immigration to Suriname between 1890 and 1939. It provides details on:
- The context and timeline of Javanese indentured labor following the abolition of slavery. The first 94 Javanese immigrants arrived in 1890.
- Demographic information on the Javanese immigrants including numbers from different provinces in Java and ports of departure. By 1939 there were over 32,000 Javanese immigrants in Suriname.
- Aspects of Javanese immigrant life such as housing, assimilation policies, and the urbanization of the Javanese population over time. Many Javanese immigrants eventually returned to Indonesia as transportation became available.
Presentasi dari delegasi Kaledonia Baru yang di sampaikan Bu Sherly Timan yang juga guru bahasa di KJRI di Kaledonia Baru. Ia mengisahkan tentang sejarah orang Jawa di Kaledonia Baru.
Presentasi dari delegasi Kaledonia Baru yang di sampaikan Bu Sherly Timan yang juga guru bahasa di KJRI di Kaledonia Baru. Ia mengisahkan tentang sejarah orang Jawa di Kaledonia Baru.
A summary of lecture delivered by Ed Emeka Keazor at the School of Oriental and African Studies: World Igbo Conference. May 2014. Spanning over 1000 years of History and celebrating pioneers such as the 9th Century Priest King, through the first Igbo Legislators of the 1920's, on to the modern day Renaissance stars of global Arts.
Garifuna Journey: Acknowledging contributions of TeachersMyrtle Palacio
The paper brings attention to the past sacrifices of teachers as leaders in highlighting a poem written by Mr. Alfonso Cayetano entitled “A Tribute to Garifuna Teachers”. The following are excerpts from the poem. “Wherever a Union Jack Flag was erected in British Honduras, Garifuna teachers went like brave soldiers to establish schools. Garifuna teachers and pioneers enlightened and tilled the fertile minds of our Belizean children. You left your comfortable homes to serve the rural areas of Belize. You and your families lived in substandard housing. You waded in belly deep swamps to get to your teaching post. You were cut off from regular Belizean life to teach in labyrinth areas of Belize. Your family was deprived of medical attention because of the Remote areas of Belize. Your family members were bitten by mosquitoes, horse flies, scorpions, rats, bats and poisonous snakes. Your wives and children became sick and mentally ill..."
5
HSTR 324B Powerpoint Notes 26 July
Lecture 25 July
Final Exam
· Part 1 – map section (5%)
· Part 2 – identify (5%)
· Part 3 – short essay response (2 x 25%)
· Fraser River Gold Rush
· Smallpox
· Missionaries and Indigenous responses to Christianity
· Pre-emption system
· Industrialization
· Confederation and the Terms of Union
· The Canadian Pacific Railway and impacts on Victoria and Vancouver
· Part 4 – longer essay (40%)
· Douglas Treaties and changing Native land policies
· Gender relations in nineteenth century British Columbia
· Chinese immigration, rights and labour
Course Experience Survey
· Feedback is valuable
· Time in class tomorrow – please bring electronic devices
Indian Act and the Pursuit of Rights and Title
Federal “Indian” Policies
· Confederation: “The charge of the Indians, and the trusteeship and management of the lands reserved for their use and benefit, shall be assumed by the Dominion Government…”
· Indian Act
· Residential Schools
· Banning the Potlatch
Indian Act, 1876
· Act defined Indian status, who could live on reserves
· Made “Indians” wards of the state, instead of citizens
· Organized education of Indigenous children
· Goal: assimilation
· In practice: kept Aboriginal people separate
To achieve citizenship: An “Indian” “could not be accorded the rights and privileges of European Canadians until he could prove that he could read and write either the French or English language, was free of debt, and of good moral character.”
What double standards at work?
Gender and Indian Status
1876: Indian Act
· “The term “Indian” means
· First. Any male person of Indian blood reputed to belong to a particular band;
· Secondly. Any child of such person;
· Thirdly. Any woman who is or was lawfully married to such person.”
· How is Indian status passed down?
· How was a woman’s status determined?
Residential Schools
· 1870s: federal government setting up residential school system run by Christian denominations
· Government motivations
· Interests of parents?
· Risks of a low-cost education?
Father McGuckin, St. Joseph’s Mission, 1878
“In a few years hence all our young boys and girls will speak English, mix with the whites and lose all of their original simplicity. To resist them the temptations that will be placed in their way nothing less than a thorough religious education will suffice. This they will never acquire in their own language… Not durng boyhood or girlhood, for then they are too busy and can only be found for a short time in the winter, and often then unwilling to occupy their spare time at religious instruction. Hence if we will preserve the faith amongst them, and provide them with arms to resist temptation, we must endeavor to get them into school and keep them for a number of years.”
What rationale was being used to support a residential school?
Williams Lake Residential School, St. Joseph’s Mission, est. 1891, in Shuswap territory
· Shift in style of learning
· Academic learning and trades/domestic la.
the katipunan. The contents of this slide share are the following : The founding of katipunan, aims of katipunan and election in each katipunan.. ANY MANY MORE ....a lot of topic LEARN TO THIS SLIDE SHARE..ITS ALL ABOUT THE KATIPUNAN ...
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A summary of lecture delivered by Ed Emeka Keazor at the School of Oriental and African Studies: World Igbo Conference. May 2014. Spanning over 1000 years of History and celebrating pioneers such as the 9th Century Priest King, through the first Igbo Legislators of the 1920's, on to the modern day Renaissance stars of global Arts.
Garifuna Journey: Acknowledging contributions of TeachersMyrtle Palacio
The paper brings attention to the past sacrifices of teachers as leaders in highlighting a poem written by Mr. Alfonso Cayetano entitled “A Tribute to Garifuna Teachers”. The following are excerpts from the poem. “Wherever a Union Jack Flag was erected in British Honduras, Garifuna teachers went like brave soldiers to establish schools. Garifuna teachers and pioneers enlightened and tilled the fertile minds of our Belizean children. You left your comfortable homes to serve the rural areas of Belize. You and your families lived in substandard housing. You waded in belly deep swamps to get to your teaching post. You were cut off from regular Belizean life to teach in labyrinth areas of Belize. Your family was deprived of medical attention because of the Remote areas of Belize. Your family members were bitten by mosquitoes, horse flies, scorpions, rats, bats and poisonous snakes. Your wives and children became sick and mentally ill..."
5
HSTR 324B Powerpoint Notes 26 July
Lecture 25 July
Final Exam
· Part 1 – map section (5%)
· Part 2 – identify (5%)
· Part 3 – short essay response (2 x 25%)
· Fraser River Gold Rush
· Smallpox
· Missionaries and Indigenous responses to Christianity
· Pre-emption system
· Industrialization
· Confederation and the Terms of Union
· The Canadian Pacific Railway and impacts on Victoria and Vancouver
· Part 4 – longer essay (40%)
· Douglas Treaties and changing Native land policies
· Gender relations in nineteenth century British Columbia
· Chinese immigration, rights and labour
Course Experience Survey
· Feedback is valuable
· Time in class tomorrow – please bring electronic devices
Indian Act and the Pursuit of Rights and Title
Federal “Indian” Policies
· Confederation: “The charge of the Indians, and the trusteeship and management of the lands reserved for their use and benefit, shall be assumed by the Dominion Government…”
· Indian Act
· Residential Schools
· Banning the Potlatch
Indian Act, 1876
· Act defined Indian status, who could live on reserves
· Made “Indians” wards of the state, instead of citizens
· Organized education of Indigenous children
· Goal: assimilation
· In practice: kept Aboriginal people separate
To achieve citizenship: An “Indian” “could not be accorded the rights and privileges of European Canadians until he could prove that he could read and write either the French or English language, was free of debt, and of good moral character.”
What double standards at work?
Gender and Indian Status
1876: Indian Act
· “The term “Indian” means
· First. Any male person of Indian blood reputed to belong to a particular band;
· Secondly. Any child of such person;
· Thirdly. Any woman who is or was lawfully married to such person.”
· How is Indian status passed down?
· How was a woman’s status determined?
Residential Schools
· 1870s: federal government setting up residential school system run by Christian denominations
· Government motivations
· Interests of parents?
· Risks of a low-cost education?
Father McGuckin, St. Joseph’s Mission, 1878
“In a few years hence all our young boys and girls will speak English, mix with the whites and lose all of their original simplicity. To resist them the temptations that will be placed in their way nothing less than a thorough religious education will suffice. This they will never acquire in their own language… Not durng boyhood or girlhood, for then they are too busy and can only be found for a short time in the winter, and often then unwilling to occupy their spare time at religious instruction. Hence if we will preserve the faith amongst them, and provide them with arms to resist temptation, we must endeavor to get them into school and keep them for a number of years.”
What rationale was being used to support a residential school?
Williams Lake Residential School, St. Joseph’s Mission, est. 1891, in Shuswap territory
· Shift in style of learning
· Academic learning and trades/domestic la.
the katipunan. The contents of this slide share are the following : The founding of katipunan, aims of katipunan and election in each katipunan.. ANY MANY MORE ....a lot of topic LEARN TO THIS SLIDE SHARE..ITS ALL ABOUT THE KATIPUNAN ...
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
125 Years of Javanese in the Western Hemisphere - Kaboel Karso
1. 125j Javanese in the Western
Hemisphere
Javanese Indentured labor
By
Kaboel Karso
2. Javanese Indentured Labor in Context
• USA : End of 18th century in Northern States. Dec
1865 in the whole USA
• UK: 1808 Slavetrade prohibited
• UK: 1833 Abolition of slavery
• SR: 1845 Immigration of Boeroes
• SR: 1853 Immigration of Chinese and Portuguese
• SR: 1863 Abolition of slavery
• SR: 1873 Immigration of people from India
• SR: 1890 Immigration of Javanese
2Javanese Diaspora Event 2015 - Kaboel Karso
5. A face from a place
Javanese Diaspora Event 2015 - Kaboel Karso 5
6. The 1st 94 Javanese
CGK - AMS AMS - PBM Amount Date Left CGK Contract start
Unknown Unknown 1 21-5-1890 9-8-1890
Pr Alexander Pr Willem II 8 21-5-1890 9-8-1890
Pr v Oranje Pr Willem II 36 4-6-1890 9-8-1890
Pr v Oranje Pr Willem II 1 4-6-1890 2-9-1890
Pr v Oranje Pr Willem II 5 4-6-1890 20-9-1890
Total 51
Queen Emma Pr Willem III 1 2-7-1890 20-9-1890
Queen Emma Pr Willem III 41 2-7-1890 20-9-1890
Queen Emma Pr Willem III 1 2-7-1890 24-11-1890
Total 43
Gen Total 94
6Javanese Diaspora Event 2015 - Kaboel Karso
8. Particularities Javanese Indentured
Labors
-Immigration department calculation Cost Of Living in 1917: Nf 2.10 per week.
Weekly earnings: Male Nf 2.40, Female Nf 1.68
- Assimilation Policy till 1930. 1. Recognition of Christian churches.2.
Assimilation of the several etnical groups. 3. Law on compulsary education
- Plan of Governor Kielstra (1933-1943) to Javanize Suriname. Purpose: Small
scale farming
- Administrative Model according to East Indies with Desa, Lurah en Wedana.
Based on Sambatan & Gotong Royong principles. Economic justified
- Skilled Lurah’s. Tasks: 1. Keeping peace & order. 2. Keeping population
records. 3. Maintenance of public works
- 1st
Wedana in Lelydorp pak Kartomodjo
- Kielstra desa’s: Kampong Baroe, Tamanredjo, Koewarasan, Poerwodadi,
Sidodadi and Tambaredjo
8Javanese Diaspora Event 2015 - Kaboel Karso
11. Summary Javanese Immigrants
Year Type Male Female Total
1890 - 1913 IL 7,235 3,540 11,062 – 2,050
1914 – 1918 WWI IL 1,576 931 2,835 - 395
1919 - 1929 IL 9,605 7,273 17,992 – 1,652
1930 - 1931 FI 289 283 977 – 1,274
1939 Col 383 381 990 - 446
1935 - 1938 0 – 2,326
Total 19,066 12,408 32,956 – 8,143
IL = Indentured Labor. Penal sanction. Not as bad as in Deli, but still bad
FI = Free Immigrants (Preman)
Col = Colonist with Kota Gede. Plan of Governor Kielstra to populate
Suriname with 100.000 Javanese.
Rem: In 1925 and 1926 the ratio F/M was even 122 and 112 (Abduction?)
11Javanese Diaspora Event 2015 - Kaboel Karso
12. Origin vs Port of Departure
Province Total
DKI Jakarta 672
Banten 120
Jawa Barat 471
Jawa Tenga 10,888
D.I. Yogyakarta 5,083
Jawa Timor 11,916
Not Yet Traced 1,392
Unknown 342
Total 30,884
Harbour %
Jakarta – Tanjung Priyok 41
Semarang – Tanjung Emas 43
Surabaya – Tanjung Perak 16
12Javanese Diaspora Event 2015 - Kaboel Karso
15. Mulih Njawa 1/2
- 22% returned to Java, despite the fact that arrival and departure of
boats to Java were unpredictable. Some had to wait for 2 years. Some
finally lost their hope and were forced by circumstances to stay in
Suriname
- Anton de Kom, responding to the emotional need of the homesick
Javanese, was seen as Ratu Adil. In 1933 the rumour was that Anton
de Kom had some ships coming over for the return to Java. This
caused a confrontation with the police. Some Javanese died during this
demonstration
- KTPI (Kaum Tani Persatuan Indonesia founded in 1947) promised
people who had a green card to get them home to Java. Thousands
pay for the Kartu Iju, by selling all their belongings, but just 320
managed to leave
- In 1949 the independence of Indonesia was recognized by The
Netherlands. But most of the Javanese chose (by accident?) to get the
Indonesian citizenship and thus lost the right to vote. In 1975 still 20%
of the Javanese had the Indonesian citizenship 15Javanese Diaspora Event 2015 - Kaboel Karso
16. Mulih Njawa 2/2
- In 1947, 769 Javanese were sent back to Java for free with the boat
Tabian
- Proclamation of a political party the PBIS 1947 by Salikin Hardjo. The
aim is to look after the interest of the Indonesian and to improve their
social position
- 1 May 1951, proclamation of the foundation JTA (Jajasan ke Tanah Air).
Plans to repatriate to Indonesia and found a village, were presented to the
Commissioner of the Republic of Indonesia on 30 October 1951. Group
led by Salikin Hardjo
-5 Januari 1954: The Langkoeas left Paramaribo with 1018 passengers,
supervised by Johannes Kariodimedjo. These people founded Tongar
- 5 Februari 1954: Arrival in Padang
16Javanese Diaspora Event 2015 - Kaboel Karso
17. Main reasons to leave
-People were homesick
- Indonesia finally became independent after beiing colonized for 350
years
- They could better live in Indonesia and help to build the country than
anywhere else
- They felt subordination and beiing discriminated
- Result: Brain Drain
17Javanese Diaspora Event 2015 - Kaboel Karso
18. Personal stories of transmigrants
1. Antonius Dasimin Senawi, born in Plantage Vreeland in 1939
2. Giman KartoSentono, born in Lelydorp in 1940
3. Haryanti Hardjo, born in Tongar
4. Ngadimin Saridjo, born in Peperpot
5. Ponyem, born in Lelydorp in 1925
6. Sakri Ngadi, born in district Saramacca in 1941
7. Samidi, born in Hamptoncourtpolder in 1934
8. Sarmuji Sarjan, born in Nickerie in 1943
9. Syem, born in Nickerie in 1926
10. Teguh Sastropawiro, born in Hamptoncourtpolder in 1937
18Javanese Diaspora Event 2015 - Kaboel Karso
19. Politics & remarkable names in the
Javanese History
Javanese Diaspora Event 2015 - Kaboel Karso 19
7 dec 1942: Speech of Her Majesty Queen Wilhelmina promised autonomy
to Overseas Colonies;
11 March 1943: Establishment of association "Unie Suriname", also signed
by Salikin Hardjo;
May 1946: Establishment of Moeslim Partij. Tje Mail (1st
Javanese with
Royal recognition), Ming Doelman, S.M. Hardjo, A. Nataprawira;
13 april 1947: Mass meeting by "Comité Republiek Indonesia" because of
Linggadjati Agreement (15 Nov 1946). Netherlands-Indonesia Union
consisting of Netherlands, Suriname, Antillen and Indonesia similar to UK
Commonwealth no later than 1 januari 1949
3 Nov 1954: Donker Law signed by Queen
-Raden Tanoedatar (Martodipoetro)
-Johannes Karijodimedjo
- Iding Soemita (18/8/1950 Dutch citizenship) Just 1% of the Javanese
chose Dutch citizenship by 27 dec 1951
20. Emancipation of the Javanese
- Due to boardingschools, Javanese children had the opportunity to
go to highschools in Paramaribo
-More highschools available since 1980’s also because of better
infrastructure. The schools are better attainable by rural Javanese
- Occupation structure changed drastically. 1971 compared to 1964:
The share of intellectual & administrative profession doubled for men.
For women it even quadruppled. Agriculture, farming and fishery
became just a secondary source of income
- Nowadays the education level is almost the same as the rest of
Surinam. Note: The women are doing much better though
20Javanese Diaspora Event 2015 - Kaboel Karso
22. Javanese density
Country Acreage *
1000 Km2
Inhabitants
* 1 Million
Inhabitants
per Km2
Javanese *
1000
Javanese
per Km2
Suriname 160 0.5 3.4 74 0.5
Netherlands 40 17.0 425.0 27 0.7
Java 130 120.0 923.0 80,000 615.0
22Javanese Diaspora Event 2015 - Kaboel Karso
23. Javanese in The Netherlands
-Arrival: around 1975 because of the independence of Suriname and fear to
be predominated by the creoles
-Between 1972 and 1975 almost 75,000 (abt 20%) Surinamese chose for
safety and certainty and left for The Netherlands
-1994 research by Erasmus university. 7% of the Surinamese population in
Holland is Javanese
-According to Statistical Bureau (CBS) on 1 Januari 2015 there are 348,500
Dutch citizen with a Surinamese background of which 7% are Javanese
-The Javanese community in The Netherlands has a higher Employment rate
compared to the other Suriname originated people
- Prof Steven Samijo
23Javanese Diaspora Event 2015 - Kaboel Karso
24. Javanese in The Netherlands -
Geography
Minder dan 1
1 tot 2
2 tot 3
3 tot 4
4 en meer
Per 1 000 van de bevolking
24Javanese Diaspora Event 2015 - Kaboel Karso
26. Javanese in Diaspora NL (JiD-NL) 2/2
• Working towards organisation as legal entity
• Empower descendants by exposing rolemodels
• Promote Community to Community Cooperation
• Organise activities to help enhance the Gotong
Royong concept
• Provide platform for indepth discussion on
socially relevant issues
• Focus not only on culture, but also on Economy,
Diaspora policy, education, Tourism
26Javanese Diaspora Event 2015 - Kaboel Karso
27. Yayasan Setiga Jawa ing Flevoland
27Javanese Diaspora Event 2015 - Kaboel Karso
30. Projects & Highlights
- Fundraising for victims of Tsunami Aceh
- Fundraising for Seaquake Yogyakarta, project ABY. 22 Suriname Javanese
organizations participated. We occupied the KBRI in Den Haag
- Fundraising for orphanages in Suriname
- Fundraising for inhabitants of the interior in Suriname because of flood
- Yearly production of the Javanese Calendar incl part of Pawukon and
Pranata Mangsa. Also incl National hollidays of Indonesia, Suriname and The
Netherlands
- Acting as public diplomats on several occasion
- Connect the Suriname embassy with the KBRI
- Recognition by MENLU by Minister Wirayuda as being part of the Indonesian
descendents
- Maintaining relationship with KBRI and Suriname embassy
- Representative of the Suriname Javanese community in The Netherlands on
several occasions at meetings with Indonesian Ministers and ex vice
presidents Jusuf Kalla and Try Sutrisno
- Representative of the Suriname Javanese community in The Netherlands at
the dinner with Sri Sultan Hamengkubuwono X
30Javanese Diaspora Event 2015 - Kaboel Karso
34. Visit of Sri Sultan Hamengkubuwono in
2005
34Javanese Diaspora Event 2015 - Kaboel Karso
35. Room of President Soekarno in
Moscow at KBRI
35Javanese Diaspora Event 2015 - Kaboel Karso
36. Question: Difference
-In Indonesia competition is very tough. Javanese here are more
determined
- Javanese in The Netherlands seems to have better opportunities
than in Suriname
- Javanese has basic value which is extra ordinary in the west: Rasa
- Javanese has high moral values which has no western equivalent. i.e
Gotong Royong transcends the word ‘Teamwork’
36Javanese Diaspora Event 2015 - Kaboel Karso
American civil war 1861 – 1865
More than 50,000 ‘Freed/Runaway Slaves’ acting as soldier for the north
Boeroes originally came from Friesland and Groningen in Holland. In Suriname they are concentrated near the city Groningen
1853: Chinese & Portuguese from Madeira
Immigration of Indians stopped in 1916, due to the movement of Mahatma Gandi among others
Concept of the cover
USP
1. 14% Javanen in Suriname, maar 7% Javanen in NL. Verklaringen:
a. Geen geld
b. 20% was nog Indonesiër in 1975
2. Verdeling Javaanse Immigranten in 3 groepen
3. De schatting van 27.000 Javanen
4. Een juiste onderverdeling vd eerste 94 Javanen
The red line expresses the route of SS Voorwaarts. It was a disaster. Many died on this trip
In general, until 1914 the boats went from Java to Amsterdam. The Javanese were transported with another boat to Suriname. Maybe it was because of the WWI, the boats went directly to Suriname after 1914
Notice the Segitiga Indonesia – Suriname – Netherlands
Where do they come from
VoorwaardenPremie
Voor een gehuwd paar, niet ouder dan 40 jaar f 520,-
Voor een man tussen 15 en 40 jaarf 250,-
Voor een vrouw tussen 15 en 40 jaarf 230,-
Voor een kind tussen 10 en 15 jaarf 140,-
Voor een kind tussen 5 en 10 jaarf 90,-
Revision of Javanese history
Fenomeen: Jaji
The Javanese in Suriname
- 1895: Labourers for plantations
- 1895 - 1930: 1. Large scale farming. 2. Labor a. for primary feeding sector and b. reserve for other sectors
- > 1930: Colonisation -> Plans Welter/Kielstra to move large amounts of people from Java to Suriname
Sample of some plantations
Immigration of Indian stopped in 1916
WWI 1914-1918
Nggolèki mbaé njawa
Because of SJiF anniversary:
Cookboook with recipes of almost forgotten
Historical Javanese Calendar of 1936AD and 2052AD, the marking of current kurup Arbangya/ASAPON