Teaching the Past: How Dutch Schools Present the History of Colonial Indonesia
The Netherlands has long grappled with the legacy of its colonial past, particularly its occupation of Indonesia. As part of this ongoing discourse, Dutch schools play a crucial role in shaping the understanding of this complex period. This article delves into how Dutch schools present the history of colonial Indonesia, and the recent developments in this regard.
Introduction to the Canon of Dutch History
The Canon of The Netherlands, also known as the A key to Dutch History, is a summary compiled by historians and serves as a mandatory reference for Dutch schools. This summary selects 50 key topics, most of which are related to prominent events in Dutch history. Schools are permitted to focus on individual topics but are encouraged to create a shared knowledge base on the most important historical subjects.
Topics in the Canon Related to Indonesia
Within this canon, there are at least three topics that shed light on the relationship between The Netherlands and Indonesia. These topics reveal the various aspects of this complex history, including the role of the Dutch East India Company (VOC) and West India Company (WIC), the novel Max Havelaar, and the final struggle for Indonesian independence.
Recent Developments in Dutch Education
The latest updates in Dutch schools reflect a shift towards more nuanced and accurate representation of past events. For instance, the Royal Visit to Indonesia by King Willem-Alexander in 2016 marked a significant moment. He became the first Dutch monarch to apologize for the atrocities committed by the Dutch during colonial times, a gesture that has been seen as a breakthrough in the Dutch government’s acknowledgment of its past cruelty.
Words in Place of Truth: Euphemisms in Historical Narratives
Historical narratives in Dutch school books have not always been truthful. For example, the brutal attempts by the Dutch army to regain control in Indonesia after World War II were once referred to as “police interventions” rather than the more accurate term “full-scale invasion.” These euphemisms were used to present Dutch actions as legitimate and beneficial to Indonesia, which was far from the case. The Dutch aimed to reclaim their rights to Indonesia, and the euphemism was a means to justify their actions.
Today, history books are more candid in their presentation of these events. They delve into the true atrocities that were inflicted upon the local population. For instance, a recent high court ruling in the Netherlands found that the Dutch state must compensate many descendants of Indonesians who were tortured and/or killed during the post-WWII interventions. This legal step marks a significant change in how the Netherlands approaches its colonial past.
Conclusion
The evolution of historical education in Dutch schools reflects a broader societal shift towards acknowledging and learning from the past. While there is still much work to be done, these changes represent a step towards a more nuanced and accurate portrayal of Dutch colonial history, especially as it pertains to Indonesia. As the Netherlands continues to grapple with its colonial legacy, the role of education in this process remains critical.