Upik Djalins - Academia.edu (original) (raw)
Papers by Upik Djalins
Journal of Southeast Asian Studies, 2015
For decades after their introduction in 1854, state-defined categories of subjects and citizens i... more For decades after their introduction in 1854, state-defined categories of subjects and citizens in the East Indies remained largely uncontested. But a furore erupted when Indo-Europeans — legally Europeans and citizens of the Netherlands — demanded rights to own land, rights exclusively apportioned to the autochthonous population. This article recounts a contentious campaign in the 1930s by the Indo-European Association to gain rights to own land, and the vehement rejection by Indonesians expressed in various civic outlets. I argue that by challenging state categories of entitlement, race, and belonging, the debates on rights to own land defined more sharply notions of citizenship among the Indies population. Drawing on ‘acts of citizenship’, I situate the discourse of rights at the centre of the debate on colonial citizenship. In so doing, I offer an insight into the genealogy of exclusion that has haunted the idea of citizenship in postcolonial Indonesia.
Digital Paul Scholten Project, 2020
Digital Paul Scholten Project https://www.paulscholten.eu/, 2020
As a prominent legal scholar, Paul Scholten's works have been widely analyzed in the Netherlands,... more As a prominent legal scholar, Paul Scholten's works have been widely analyzed in the Netherlands, but his intellectual legacy in the founding of Batavia Rechtshogeschool in the Netherlands East Indies remains under-researched. I address this remarkable absence in two parts: First, I trace Paul Scholten's engagement with the dominant philosophy of his time, the two schools of Neo-Kantianism (Baden and Marburg), and how this engagement shaped his philosophical outlook for the curriculum and the pedagogy of the school. Second, I dissect how Scholten's outlook emerged in his proposals to drop Latin from compulsory courses and to nurture autonomy among the students. I argue that Paul Scholten decisively liberated legal education in the Indies from the confines of European elitism and from the classical-oriented education in the Netherlands. This liberating nature arguably made the school's graduates relevant in the upcoming upheaval in Indonesian history. Keywords Abstract Author Upik Djalins Paul Scholten and the Founding of the Batavia Rechtshogeschool ...
Journal of Southeast Asian Studies, 2015
For decades after their introduction in 1854, state-defined categories of subjects and citizens i... more For decades after their introduction in 1854, state-defined categories of subjects and citizens in the East Indies remained largely uncontested. But a furore erupted when Indo-Europeans — legally Europeans and citizens of the Netherlands — demanded rights to own land, rights exclusively apportioned to the autochthonous population. This article recounts a contentious campaign in the 1930s by the Indo-European Association to gain rights to own land, and the vehement rejection by Indonesians expressed in various civic outlets. I argue that by challenging state categories of entitlement, race, and belonging, the debates on rights to own land defined more sharply notions of citizenship among the Indies population. Drawing on ‘acts of citizenship’, I situate the discourse of rights at the centre of the debate on colonial citizenship. In so doing, I offer an insight into the genealogy of exclusion that has haunted the idea of citizenship in postcolonial Indonesia.
Itinerario, 2013
When the Dutch introduced peace and order as the governing doctrine in the East Indies at the tur... more When the Dutch introduced peace and order as the governing doctrine in the East Indies at the turn of the twentieth century, the network of colonial state institutions needed to project themselves as a unified, legitimate state with an authority to enforce justice. This state required a corps of jurists who embodied specific forms of subjectivity in order to maintain the projected authority. Educating natives as jurists offered the most economical means to staff the judiciary. This essay looks at legal education for Native elites as a colonial project of subject formation that was inseparable from colonial state formation. It does so by surveying three institutions in the Indies and the Netherlands between 1909 and 1939: the Batavia Rechtsschool, the Leiden United Faculty of Law and Letters, and the Batavia Rechtshoogeschool. Drawing on Foucauldian notions of disciplinary power and biopower in education and concepts from state theory, I argue that the pedagogical strategies and the legal education curricula in the Indies were deliberately designed to produce independent and critical Native jurists who were at the same time loyal to the Netherlands. The argument, thus, stands in contrast to literature that relies on early Foucault to construct education as a strictly normalising institution. I further suggest that although various state institutions did not unanimously agree on this ideal vision of Native jurists, they nevertheless tolerated it due to the urgent need to project the presence of a just state.
Beyond the Sacred Forest: Complicating Conservation in Southeast Asia, 2011
Books by Upik Djalins
Orang Indonesia dan Tanahnya , 2013
Journal of Southeast Asian Studies, 2015
For decades after their introduction in 1854, state-defined categories of subjects and citizens i... more For decades after their introduction in 1854, state-defined categories of subjects and citizens in the East Indies remained largely uncontested. But a furore erupted when Indo-Europeans — legally Europeans and citizens of the Netherlands — demanded rights to own land, rights exclusively apportioned to the autochthonous population. This article recounts a contentious campaign in the 1930s by the Indo-European Association to gain rights to own land, and the vehement rejection by Indonesians expressed in various civic outlets. I argue that by challenging state categories of entitlement, race, and belonging, the debates on rights to own land defined more sharply notions of citizenship among the Indies population. Drawing on ‘acts of citizenship’, I situate the discourse of rights at the centre of the debate on colonial citizenship. In so doing, I offer an insight into the genealogy of exclusion that has haunted the idea of citizenship in postcolonial Indonesia.
Digital Paul Scholten Project, 2020
Digital Paul Scholten Project https://www.paulscholten.eu/, 2020
As a prominent legal scholar, Paul Scholten's works have been widely analyzed in the Netherlands,... more As a prominent legal scholar, Paul Scholten's works have been widely analyzed in the Netherlands, but his intellectual legacy in the founding of Batavia Rechtshogeschool in the Netherlands East Indies remains under-researched. I address this remarkable absence in two parts: First, I trace Paul Scholten's engagement with the dominant philosophy of his time, the two schools of Neo-Kantianism (Baden and Marburg), and how this engagement shaped his philosophical outlook for the curriculum and the pedagogy of the school. Second, I dissect how Scholten's outlook emerged in his proposals to drop Latin from compulsory courses and to nurture autonomy among the students. I argue that Paul Scholten decisively liberated legal education in the Indies from the confines of European elitism and from the classical-oriented education in the Netherlands. This liberating nature arguably made the school's graduates relevant in the upcoming upheaval in Indonesian history. Keywords Abstract Author Upik Djalins Paul Scholten and the Founding of the Batavia Rechtshogeschool ...
Journal of Southeast Asian Studies, 2015
For decades after their introduction in 1854, state-defined categories of subjects and citizens i... more For decades after their introduction in 1854, state-defined categories of subjects and citizens in the East Indies remained largely uncontested. But a furore erupted when Indo-Europeans — legally Europeans and citizens of the Netherlands — demanded rights to own land, rights exclusively apportioned to the autochthonous population. This article recounts a contentious campaign in the 1930s by the Indo-European Association to gain rights to own land, and the vehement rejection by Indonesians expressed in various civic outlets. I argue that by challenging state categories of entitlement, race, and belonging, the debates on rights to own land defined more sharply notions of citizenship among the Indies population. Drawing on ‘acts of citizenship’, I situate the discourse of rights at the centre of the debate on colonial citizenship. In so doing, I offer an insight into the genealogy of exclusion that has haunted the idea of citizenship in postcolonial Indonesia.
Itinerario, 2013
When the Dutch introduced peace and order as the governing doctrine in the East Indies at the tur... more When the Dutch introduced peace and order as the governing doctrine in the East Indies at the turn of the twentieth century, the network of colonial state institutions needed to project themselves as a unified, legitimate state with an authority to enforce justice. This state required a corps of jurists who embodied specific forms of subjectivity in order to maintain the projected authority. Educating natives as jurists offered the most economical means to staff the judiciary. This essay looks at legal education for Native elites as a colonial project of subject formation that was inseparable from colonial state formation. It does so by surveying three institutions in the Indies and the Netherlands between 1909 and 1939: the Batavia Rechtsschool, the Leiden United Faculty of Law and Letters, and the Batavia Rechtshoogeschool. Drawing on Foucauldian notions of disciplinary power and biopower in education and concepts from state theory, I argue that the pedagogical strategies and the legal education curricula in the Indies were deliberately designed to produce independent and critical Native jurists who were at the same time loyal to the Netherlands. The argument, thus, stands in contrast to literature that relies on early Foucault to construct education as a strictly normalising institution. I further suggest that although various state institutions did not unanimously agree on this ideal vision of Native jurists, they nevertheless tolerated it due to the urgent need to project the presence of a just state.
Beyond the Sacred Forest: Complicating Conservation in Southeast Asia, 2011