Individual and Society in Asia and the Pacific B
Group Assignment
Elizabeth Bailetti
Kirrilly McKenzie
Lok Yiu
Tutorial 3 Group 1
Proposal and Annotated Bibliography
Wikispaces: http://asia1030tute3group1.wikispaces.com/Final+Proposal
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Among the first Indonesian women to receive Dutch education in Indonesia, Raden
Kartini, wrote letters to her Dutch friends on a range of feminist issues. These letters
were first published in Door Duisternis tot Licht (Abendanon ed. 1911). It is this that
we propose to base our presentation on looking at how Kartini's letters contributed to
the nationalist movement in Indonesia.
The letters of Kartini made a considerable contribution to the nationalist movement in
Indonesia in the early to mid-20th century. They branched over a number of issues
imposed on the indigenous people including education, gender equality and
modernity (Coté 1992). Kartini’s views on these issues reflected key points for
progression in Indonesia and were embraced by the Dutch in regards to their Ethical
Policy (Stewart Taylor 1976, p. 640) while also being heavily influential during the
movement for Independence (Tsuchiya 1990, pp. 76-78). The greatest mark of
Kartini’s letters is exemplified in the Dutch initiated education policy, focussing on
giving indigenous girls an education (Kartini et al. 1974, p. 83 ). This increase in
Dutch education amongst the indigenous community, spurred on by the letters, saw
rise to the growing nationalist movement and ultimately resulted in Indonesian
Independence.
In Kartini’s letter an integral part of the nationalist movement would be the
mobilisation of women. This meant educating women. By educating women and
including them in the nationalist movement there would be more support and more
influence (Kartini et al. 1974, p. 93.) Kartini believed that by educating women they
would have more influence in their communities and that they would work for the
better of society (Kartini et al. 1974, p. 93.). Education would be most beneficial to
the country and the establishment of the country (Kartini et al. 1974, p. 95).
Kartini faced difficulties in reaching her goal. Like every feminist, Kartini faced
structural barriers such as the difficulty in transforming cultural norms that brought
negative impact on gender relationship and sensitivity on women’s
conditions(Robinson et al. 2002, p.85). Moreover, Indonesian women’s unwillingness
to embrace the idea from the West hindered Kartini’s progression. Through their own
traditions, Indonesian women put limits on their freedom and right to achieve
education (Robinson et al. 2002, p.85). The polygamous marriage and the way that
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they were treated by men were critical, but women were still trapped in the
“motherly” concept of the “good woman” (Beekman 1984, p.582). The lack of
education and the emphasis on religious doctrines reinforced the narrow perception
on the role of women, and made them to reject Kartini’s feminist movement.
Annotated Bibliography
Beekman, E. M. 1984. ‘Kartini: Letters from a Javanese Feminist, 1899-1902’, The
Massachusetts Review, vol. 25, no. 4, pp. 579-616.
This article contextualises the figure of Kartini within the Javanese culture. It includes
some extracts of her letters concerning her views on certain traditions such as
marriage (p. 582) and the hierarchical structure in Javanese families (p. 581) as well
as some thoughts on the variation between European and Javanese culture (pp 584585).
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Frederick, William H. et al. Indonesia: A Country Study. Washington: GPO for the
Library of Congress, 1993.
This source provides interesting insight into the link between Raden Kartini and
nationalism. This source also provides limited information on her achievements and
what her letters brought for Indonesia.
Kartini, R.A. and Coté, J. (trans). 1995. On Feminism and Nationalism Kartini's
Letters to Stella Zeehandelaar 1899-1903. Victoria: Monash University Press.
This is a compilation of extracts of Kartini's letters re-translated from the original
Dutch into English. The extracts cover many of Kartini’s views on feminism and the
importance of education. One letter in particular (pp. 68-76) takes particular interest
in the value of medical training and the importance of the mobilisation of women in
the work-field. Another letter (pp. 60-63) demonstrates the Dutch interest in Kartini’s
views as well as placing importance on women in regards to the welfare of a nation.
Kartini, R.A. and Coté J (trans), 1992. Letters From Kartini An Indonesian Feminist
1900-1904. Victoria: Monash University Press.
This is a compilation of the complete correspondence from Kartini to Abendanon,
translated from the original Dutch. As it is the complete correspondence, it includes
many of the more personal aspects in her writing than other editions, allowing a
more humanistic perspective of Kartini’s figure to form. As well as this, the letters
vary between Kartini’s main interests in feminism and social progression, and due to
the nature of the recipient of the letters, include highly insightful information on these
topics.
Kartini, R.A. and Taylor J. (trans) 1974. ‘Educate the Javanese!’ Indonesia, vol. 17,
pp. 83-98 .
This is a memorial Kartini addressed to the Dutch government in 1903, here it has
been translated and given an introduction by Jean Taylor. The memorial puts a
particular emphasis on education, arguing its necessity in a modern society (p. 86)
as well as the integral role of women in a progressing moral society (pp. 86-87).
Kartini continues throughout the memorial by specifying the particular issues in
achieving this goal and the overall benefit it would have for her people.
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Hellwig, Tineke et al. The Indonesian reader: history, culture, politics, Durham: Duke
University Press, 2009.
This book, particularly the chapter titled Pioneer of Women’s Rights: Raden Kartini,
provides useful insight into Raden Kartini’s life and gives a detailed introduction, in
which it is followed by some of her letters. This layout of the chapter provides
important information which links her letters to her nationalistic and feminist views.
Pols, H. 2008. ‘Medical Students and Indonesian Independence’ Health and History,
vol. 10, no. 1, pp. 146-150.
This is a review of the Museum of National Awakening which features Kartini. More
importantly, however, the review details the critical role medical education had in
Indonesia in relation to the nationalist movement. Many nationalist figures were born
from the medical education implemented through Dutch policy in the early to mid20th century (p.147). This validates some of what Kartini had covered in her letters,
inclusive of a strong advocacy towards native directed medical education.
Robinson, K.M. and Bessell S. 2002. Women in Indonesia: gender, equity and
development. Institue of Southeast Asian Study, Singapore.
This book provides general information of the actual situation of Indonesian women,
with interviews from Javanese women about the thought of feminism and Katini's
feminist movement. (pp. 80-87)
Stewart Taylor, J. 1976. ‘Raden Ajeng Kartini’, Signs, vol. 1, no. 3, pp. 639-661.
This article is a general overview of who Kartini was and how she was received
throughout the native and Dutch community. In particular, it details the practical
effects of her work, from how her letters influenced Dutch policy (p. 640) to the
founding of the Kartini Schools (p. 659).
Tsuchiya K 1990 ‘Javanology and the Age of Ranggawarsita: An Introduction to
Nineteenth-Century Javanese Culture’ in Kahin A, Ludgate R and Millar Dolina
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(eds) Reading Southeast Asia:translation of contemporary Japanese scholarship on
Southeast Asia, Vol 1, Cornell University Press: New York, 75-108.
This chapter focuses on Kartini as an initiator of nationalism within the Indonesian
community (p. 76). It looks at her favourable view on Dutch and shows that the
embrace of a language would be the embrace of all that is taught in that language,
including movements of modernity and nationalism (p. 78).
Vandenbosch, A. 1943. ‘The Effect of Dutch Rule on the Civilisation of the East
Indies’, American Journal of Sociology, vol. 48, no. 4, pp. 498-502.
This article was written toward the end of Dutch colonialism and argues that the
native culture had been preserved due to limited native access to Dutch education.
Kartini is mentioned (pp. 500-501) in relation to her education movement but the
article then continues to explain the native’s hesitation in embracing such a
movement as well as some reasons to resist it from a Dutch perspective (p. 501).
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