By David M. Ayres
This paintings demanding situations the common trust that Cambodia's schooling concern is a part of the dreadful legacy of the Khmer Rouge holocaust during which hundreds of thousands of scholars, lecturers and intellectuals perished. It attracts on an intensive variety of assets.
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Extra info for Anatomy of a Crisis: Education, Development, and the State in Cambodia, 1953-1998
On one hand, the prince was fervent in his pursuit of economic development and modernization. On the other, he was equally fervent in reinforcing a political status quo that saw his rule unquestioned. The result of the paradox was the manifestation of discontent and dissent among the nation’s students and teachers. The other “nationalism” to From Independence to Chaos 33 emerge during the period, promoting ideals of egalitarianism, drew support from those disenchanted with the status quo. While the education system became a key battleground for these two opposing nationalist cultures, it was the nature of the entrenched hierarchical political culture that played a signiﬁcant role in the manifestation of a Cambodian educational crisis.
French efforts in regard to education provide a glaring testament to this pattern. In hindsight, the French never appeared to have been concerned with the “development” or “modernization” of the Cambodian peasantry. Their token efforts at educating the peasantry, with legitimacy rather than development in mind, were never pursued with any vigor, and resulted only in undermining a system of semiformal instruction perceived by its users to be both successful and relevant. The French did not as quickly dismiss the Cambodian elite.
Firmly committed to a rigid system of organization, Doumer believed he could bring economic development to the region. His appointment as governor-general is signiﬁcant in that association, rather than assimilation, was more actively pursued in Indochina. ” 38 In effect, it adopted many of the practices of British colonial policy, where indirect rule through the retention and utilization of native institutions was a deﬁning feature. Central to association policy was the achievement of economic development, as it was believed that cooperation would lead to a more responsive labor force whose efforts would increase productivity.