Rinaldo Adi Pratama, Syahna Ardani, Yusuf Perdana, Muhammad Adi Saputra, Nainunis Aulia Izza

The Landbouwschool and the Impact for Indo-European Society in Giesting, Lampung, 1926-1942

Introduction

The landbouwschool and the impact for indo-european society in giesting, lampung, 1926-1942. Explores the Landbouwschool's role in empowering Indo-Europeans in colonial Giesting, Lampung (1926-1942). Examines its impact on agrarian skills, social integration, and community identity.

Abstract

Abstract: In the early 20th century, Indo-Europeans in the Dutch East Indies faced increasing socio-economic marginalization, driven by competition with indigenous populations and limited access to land and labor opportunities. In response, the Indische Europese Vereniging (I.E.V.) initiated colonization efforts beyond Java, notably in the Lampung region, where a settlement named Giesting was established. This study examines the role of education in developing the Giesting colony, focusing on the founding of the Landbouwschool (Agricultural School) in 1929 as a key institution in cultivating agrarian skills and community identity among Indo-Europeans. Using a historical methodology comprising heuristics, source criticism, interpretation, and historiography, this research draws on archival documents, oral histories, and secondary literature to trace the socio-cultural and economic functions of the school. The findings reveal that the Landbouwschool served as a center for agricultural training and a mechanism of social integration and empowerment for a community in a precarious colonial position. The institution's legacy persists in the local toponymy and memory, offering insights into the intersection of education, identity, and colonial settlement policy in the late Dutch East Indies. This study contributes to broader discussions on colonial education, race, and social engineering in comparative imperial contexts. Abstrak: Pada awal abad ke-20, Masyarakat Indo-Eropa di Hindia Belanda menghadapi marjinalisasi sosial ekonomi akibat meningkatnya persaingan dengan penduduk pribumi serta keterbatasan akses terhadap tanah dan kesempatan kerja. Sebagai respons, Indische Europese Vereniging (I.E.V.) memprakarsai upaya kolonisasi di luar Pulau Jawa, khususnya di wilayah Lampung, yang kemudian dikenal dengan nama Giesting. Penelitian ini mengkaji peran pendidikan dalam perkembangan koloni Giesting, dengan menitikberatkan pada pendirian Landbouwschool (Sekolah Pertanian) pada tahun 1929 sebagai institusi kunci dalam pembentukan keterampilan agraris dan identitas komunitas Indo-Eropa. Menggunakan metode penelitian sejarah yang mencakup heuristik, kritik sumber, interpretasi, dan historiografi, penelitian ini memanfaatkan dokumen arsip, sejarah lisan, dan literatur sekunder untuk menelusuri fungsi sosial, kultural, dan ekonomi dari sekolah tersebut. Temuan menunjukkan bahwa Landbouwschool tidak hanya berperan sebagai pusat pelatihan pertanian, tetapi juga sebagai alat integrasi sosial dan pemberdayaan bagi komunitas yang menempati posisi kolonial yang ambigu. Dampak dari sekolah ini masih dapat ditelusuri melalui toponimi lokal dan ingatan kolektif masyarakat, serta memberikan wawasan mengenai hubungan antara pendidikan, identitas, dan kebijakan pemukiman kolonial pada masa akhir pemerintahan Hindia Belanda. Studi ini memberikan kontribusi terhadap diskusi yang lebih luas mengenai pendidikan kolonial, ras, dan rekayasa sosial dalam konteks imperialisme.

Review

This study presents a timely and valuable contribution to the historiography of the Dutch East Indies, specifically shedding light on the often-overlooked experiences of the Indo-European community. By focusing on the Landbouwschool in Giesting, Lampung, the research effectively examines a unique case of planned colonial settlement driven by the socio-economic marginalization of this group. The abstract clearly articulates the study's central argument: that the school served as a pivotal institution not only for agricultural skill development but also for cultivating community identity and social integration. This focus on education as a tool for social engineering and community resilience within a complex colonial framework offers important insights into broader discussions on race, identity, and colonial policy in comparative imperial contexts. The methodological approach, rooted in historical inquiry, appears robust and well-suited to the research questions. The commitment to employing heuristics, source criticism, interpretation, and historiography, alongside the utilization of archival documents, oral histories, and secondary literature, promises a comprehensive and nuanced analysis. The abstract highlights the study's key findings, revealing the Landbouwschool's dual function: as a practical center for agrarian training and, more profoundly, as a mechanism for social integration and empowerment for a community navigating a "precarious colonial position." This emphasis on the unique circumstances of the Indo-Europeans, positioned between indigenous populations and the European colonizers, is a significant strength, offering a valuable corrective to more simplistic narratives of colonial power dynamics. The persistence of the school's legacy in local toponymy and memory further underscores its enduring impact. While the abstract strongly suggests the study's merits, it would be beneficial for the full paper to elaborate further on certain aspects. For instance, a deeper exploration of the internal dynamics of "empowerment" within the Landbouwschool context, given the broader colonial power structures, could enrich the analysis. Similarly, while the motivation for the Giesting settlement included competition with indigenous populations, the abstract doesn't explicitly detail the nature of interactions or relationships *between* the Indo-European settlers and local indigenous communities within Giesting itself, which could offer further layers of complexity to the social engineering aspect. Nevertheless, this research clearly stands as a significant and insightful examination of a specific, yet broadly relevant, historical episode. Its exploration of education, identity, and colonial settlement policy in the late Dutch East Indies makes a compelling contribution to understanding the multifaceted nature of colonialism and the agency of those navigating its complexities.

Full Text

Comments

You need to be logged in to post a comment.