Realizing the dream of R.A. Kartini : her sisters' letters from colonial Java

1. List of Illustrations -- 2. Notes on Text -- 3. Introduction -- 4. ONE Letters from Rockmini -- 5. TWO Letters from Kardinah -- 6. THREE Letters from Kardinah --7. FOUR Letters from Soematri -- 8. Appendix Documents Relating to the Establishment of the Wismo Pranowo School

Battlefield tourism in Turkey : an empirical analysis of British ex-colonial event attendance

This paper explores the influence of visitor satisfaction on intention to recommend event attendance. The Anzac Day commemoration at Gallipoli, Turkey, an event that has become increasingly popular in recent years and provides the backdrop for the current study. Some 20,000 people travel to attend this event. Data was collected from 331 attendees while they were in transit from Gallipoli to Istanbul on 25 April 2007. The analysis of this data was undertaken using factor analysis as a basis for identifying model constructs to be tested using structural equation modelling. Findings suggest that the constructs relating to the ceremonies held at Anzac Cove and Lone Pine and the experiential and emotional aspects of the event were significant predictors of event satisfaction and subsequent recommending behaviour. The implications of these findings for events in general and the success of the Anzac Day commemorations at Gallipoli are discussed.

‘To exercise a beneficial influence over a man’ : marriage, gender and the native institutions in early colonial Australia

This chapter examines understandings of marriage among missionaries and humanitarians connected with two early colonial ‘Native Institutions’. A comparison of the Parramatta Native Institution in New South Wales and the Albany Native Institution in Western Australia demonstrates that concerns about marriage were central in discussions about the formation and maintenance of these Institutions. Both of these Institutions were established and supported by British evangelicals, who had brought with them to Australia powerful assumptions about gender roles, particularly in
marriage. These assumptions influenced their decisions regarding the children who resided in the Native Institutions. Within specific colonial contexts, however, the assumptions of humanitarians and missionaries did not remain static, and debates over the futures of the Aboriginal children they sought to educate reveal complex and shifting hierarchies of race, gender and class.

Forms of memory in post-colonial Australia

There are many forms of memory in post-colonial Australia, and many kinds
of haunting. This paper investigates the poetry of contemporary Indigenous poets Sam Wagan Watson and Tony Birch, and reads the script of the Federal Government’s February 2008 Apology to the Stolen Generations, asking how and why the nation should be haunted – historically and imaginatively - into the future.

Education and the colonial construction of whiteness

European imperialism spawned settlements of invasive white communities throughout Asia and Africa. Stoler and Cooper (1997: 27) argue these evolving colonial societies became subject to what amounts to an extended bourgeois project such that "we can not understand the construction of whiteness without exploring its class dimensions". If in terms of that project, nineteenth-century metropolitan society was deemed vulnerable to the ravages of a brutish and unruly working class, these white colonial outposts, whether constituted as settler colonies or colonies of exploitation, were even more vulnerable to the more insidious danger of miscegenation. Racial intermingling became simultaneously an issue of class and race. Imperialism therefore added a further dimension to the on-going detinition of "bourgeois-ness": the discourse of whiteness transforming a national discourse into a discourse on civilisation.

In focusing on education as the colonial authorities' response to what they perceived of as the danger of mixed parentage, this article develops a comparative framework that links coloniai settlements in Asia and Australia. It examines the discourse surrounding miscegenation, education and the "rising generation" in the late nineteenth and early twentieth centuries in the Dutch East Indies British India, French Indo China and (British) Australia. In so doing, I demonstrate the universality of a linked discourse of whiteness and class across Imperial Asia.

Towering over all : the Italianate villa in the colonial landscape

The Picturesque aesthetic emerged in the later 18th century, uniting the Sublime and the Beautiful and had its roots in the paintings of Claude Lorrain. In Britain, and in Australia, it came to link art, literature and landscape with architecture. The Picturesque aesthetic informed much of colonial culture which was achieved, in part, through the production and dissemination of architectural pattern books catering for the aspirations of the rising middle classes. This was against a background of political change including democratic reform. The Italianate villa, codified and promoted in such pattern books, was a particularly successful synthesis of style, form and function. The first Italianate villa in England, Cronkhill (1803) by John Nash contains all the ingredients which were essential to the model and had a deeper meaning. Deepdene (from 1807) by Thomas Hope gave the model further impetus. The works of Charles Barry and others in a second generation confirmed the model's acceptability. In Britain, its public status peaked with Osborne House (from 1845), Queen Victoria's Italianate villa on the Isle of Wight, Robert Kerr used a vignette of Osborne House on the title page of his sophisticated and influential pattern book, The Gentleman's House (1864,1871). It was one of many books, including those of J.C, Loudon and AJ. Downing, current in colonial Victoria. The latter authors and horticulturists were themselves villa dwellers with libraries and orchards, two criteria for the true villa lifestyle. Situation and a sense of retreat were the two further criteria for the villa lifestyle. As the new colony of Victoria blossomed between 1851 and 1891, the Italianate villa, its garden setting and its landscape siting captured the tenor of the times. Melbourne, the capital was a rich manufacturing metropolis with a productive hinterland and international markets. The people enjoyed a prosperity and lifestyle which they wished to display. Those who had a position in society were keen to demonstrate and protect it. Those with aspirations attempted to provide the evidence necessary for such acceptance, The model matured and became ubiquitous. Its evolution can be traced through a series of increasingly complicated rural and suburban examples, a process which modernist historians have dismissed as a decadent decline. These villas, in fact, demonstrate an increasingly sophisticated retreat by merchants from ‘the Town’ and by graziers from ‘the Country’. In both town and country, the towers of villas mark territory newly acquired. The same claim was often made in humbler situations. Government House, Melbourne (from 1871), a splendid Italianate villa and arguably finer than Osborne House, was set in a cultivated landscape and towered above all It incorporated the four criteria and, in addition, claimed its domain, focused authority and established the colony's social status. It symbolised ancient notions of democracy and idealism but with a modem appreciation for the informal and domestic. Government House in Melbourne is the epitome of the Italianate villa in the colonial landscape and is the climax of the Picturesque aesthetic in Victoria.

Study of relationships between colonial women and black Australians

The study is concerned with the history of black and white women in Australia during the colonial period. Particular emphasis is on the variety of cross-cultural relationships which developed between women during that time. As a starting point, male frontier violence is discussed and compared with the more moderate approach taken by women faced with threatening situations. Among Europeans, women are revealed as being generally less racist than men. This was a significant factor in their ability to forge bonds with black women and occasionally with black men. The way in which contacts with Aborigines were made is explored and the impact of them on the women concerned is assessed, as far as possible from both points of view. Until now, these experiences have been omitted from colonial history, yet I believe they were an important element in racial relations. It will be seen that some of these associations were warm, friendly and satisfying to both sides, and often included a good deal of mutual assistance. Others involved degrees of exploitation. Both are examined in detail, using a variety of sources which include the works of modern Aboriginal writers. This study presents a new aspect of the female experiences which was neglected until the emergence of the feminist historians in the 1960’s. It properly places women, both black and white, within Australian colonial history.

Ongoing colonial legacy : contemporary education beliefs and practices in Papua New Guinea

In the late 1980ˇ¦s, a realisation that the western education system bequeathed to Papua New Guinea at the time of Independence had functioned to devalue and marginalise many of the traditional beliefs, knowledge and skills students brought with them to education, led to a period of significant education reform. The Reform was premised on the report of a Ministerial Review Committee called A Philosophy of Education. This report made recommendations about how education in Papua New Guinea could respond to the issues and challenges this nation faced as it sought to chart a course to serve the needs of its citizens on its own terms. The issues associated with managing and implementing institutionalised educational change premised on importing western values and practices are a central theme of this thesis. The impact of importing foreign curriculum and associated curriculum officers and consultants to assist with curriculum change and development in the former Language and Literacy unit of the Curriculum Development Division, is considered in three related sections of this report: „P a critical review of the imported educational system and related practices and related issues since Independence „P narrative report of the experience of two colleagues in western education „P evidential research based on curriculum Reform in the Language and Literacy Unit. How Papua New Guinea has sought to come to terms with the issues and challenges that arose in response to a practice of importing western curriculum both at the time of Independence and currently through the Reform, are explored throughout the thesis. The findings issues reveal much about the capacity of individuals and institutions to respond to a post-colonial world particularly associated with an ongoing colonial legacy in the principle researcherˇ¦s work context. The thesis argues that the challenges Papua New Guinea curriculum officers face today, as they manage and implement changes associated with another imported curriculum are caught up in existing power relations. These power relations function to stifle creative thinking at a time when it is most needed. Further, these power relations are not well understood by the curriculum officers and remained hidden and unquestioned throughout the research project. The thesis also argues that in the researcherˇ¦s work context, techniques of surveillance were brought to bear and functioned to curtail critical thinking about how the reformed curriculum could be sensitive and respectful of those beliefs and traditions that had sustained life in Papua New Guinea for thousands of years. Consequently, many outmoded beliefs and practices associated with an uncritical and ongoing acceptance of the superiority of western imports have been retained, thereby effectively denying the collective voices of Paua New Guineans in the current curriculum Reform.

Be(ing) prepared : girl guides, colonial life, and national strength

This paper seeks to bridge a gap in feminist critique of gender and empire with regard to the founding of the Girl Guide movement in 1909. In contrast with previous studies of the Boy Scouts, which have briefly considered Guides as a mere derivative organisation, it suggests that the formation of the Guides, and printed material such as the first handbook How Girls Can Help Build Up the Empire (1912), were grounded in notions of the part which women, and girls specifically, could play in the imperial project. This paper proposes that, although tempered by an emphasis on raising children in order to prevent the “degeneration” of the British race, the Guide handbook permits increased non-domestic activity for Edwardian girls, which is justified by aims of preparing for home defence in case of foreign attack and for life in the colonies.

(Post)colonial ambivalences : Christina Stead and Janet Frame

This thesis is an evaluative comparison of two significant writers, the Australian Christina Stead, and New Zealander Janet Frame. In a detailed analysis of the novels, the writerly ambivalences of each author are explored. Their writings are revealed to be creative of new possibilities for female (post)colonial agency.