Benedict Anderson in chapter 7 of his book Imagined Communities' explains

that the last wave of nationalism was the transformation of the colonial-state to the
national state. The age of high dynasticism was finally brought to an end by the First World War,
and the nation-state became the legitimate international norm. At this time, the last wave of
nationalisms crested in the colonial territories of Asia and Africa. It was in its origins a resonse to
the new-style global imerialism made ossible by the achievements of industrial caitalism !"#$%.
WWI end high dynasticism
Congress of Berlin
League of Nations (Non-European excluded)
Nation-state : legitimate
mid !"# : $ortuguese Empire done
$ost WWII
ne% states nations (mainly non-European)
ha&e European languages-of-state
recent 'colonial nationalism' &s earlier nationalism
( pro)lem of communication
*( +ransportation
,( technological primiti&eness
functionary -ourney
his point of origin. ethnically. linguistically. geographically- %as of small
signi/cance(
cro%d -ourney
( $hysical mo)ility made possi)le : rail%ay 0steamship. motor transport and
a&iation
*( 1ussi/cation: practical and ideological side( Need )ilingual functionaries
,( 2odern style education
Intellegentsias: central to the rise of nationalism in the colonial territories
nati&e agrarian magnates. )ig merchants. industrial entrepreneurs. professional
class %ere relati&e rarities(
impotent class of pariah )usinessman
)ilingualism meant access( print-literacy
!, festi&ities to cele)rate the centennial of the 'national li)eration' from french
3i had-ar de%antoro- if i %ere for once to )e a dutchman'
european 'national histories' into the consciousness of the coloni4ed((( reading room
and classroom
se-arah 3emerde3aan pen-a-ah di)aca
character:young
in europe no necessary connection )et%een language. age. class. and status
in colonies /rst generation ac5uired a european education
role of schooling system
ingat school system menceta3 functionaries for pen-a-ah
ex: indonesia
sumatra close to am)on6 nurtured )y school
traditional school6 go&ernment school
collosal. highly rationali4ed. uniform text)oo3(
-ourney
comradeship of the classroom
map of the colony
%hat are they then6
Whate&er mother-tongue they spo3e
inlander
nati&e of %hat6
&reemde oosterlingen (foreign orientals)
'foreign nati&es'
superior than nati&e nati&es
7rench West 8frica and 7rench Indochina
Negritude pulang -adi pemimpin tanpa lupa3an '%est african'
Indochina educational policy
( to )rea3 existing politico-cultural ties )et%een the coloni4ed people and the
immediate extra-indochinese %orld
*( Bureaucracy: musti -adi satu indochinese seperti seperti -adi indonesia(
indochinese-ness e&anescene %hile indonesia sur&i&e( %hy6
( 9uoc Ngu -ustru )i3in )ersatunya &ietnam dg mengexclude non nati&e
&ietnamese
*( $hnom $enh 3uri3ulumx di)uat mirip saigon and hanoi
,( No real isomorphism )et%een educational and administrati&e pilgrimages in
indochina
-adi )g &ietnam mudah )ayang3an indochina tapi tida3 )uat Lao dan :hmer((( 3arir
:hmer ya hanya di 3am)o-a
)egitu -uga dengan Catonoe dan a)id-an di ;a3ar(( musti pulang
indonesia sur&i&e 3arena Bata&ia tetap -adi pusat pendidi3an dan administrati&e
tida3 pa3e )ahasa daerah
intix melalui print language
-adi )ahasa )u3an sim)ol
ghana tetap nationalis mes3i pa3e )ahasa inggris((( imperial language -uga
&ernacular
di)antu -uga dengan radio
<%iss 3enpa nationalism telat6
apa dampa3nya ter3ait multiplicity of language6
( Campur perancis dan italy
*( Nda3 ada yang )isa die3splotasi (mis3in)
,( Late print capitalism
<%iss masu3 last %a&e
last %a&e nationalism rea3si dari glo)al imperialism a3i)at dari industrial capitalism
tp industrial capitalism -uga memuncul3an print capitalism yg a3hirnya
memuncul3an nasionalism( -adi 3aya3 paradox(