This article addresses the colonial project of “civilizing” and educating indigenous people in the farthest corners of the Dutch empire – South Dutch New Guinea (1902–1942), exploring the entanglement between colonial education practice and the civilizing mission, unravelling the variety of actors in colonial education in South Dutch New Guinea. Focusing on practice, I highlight that colonial education invested heavily in disciplining the bodies, minds, and beliefs of indigenous peoples to align them with Western Catholic standards. This observation links projects to educating and disciplining indigenous youth to the consolidation of colonial power. Central to these intense colonial interventions in the lives of Papuans were institutions of colonial education, managed by the Catholic mission but run by non-European teachers recruited from elsewhere in the Dutch colony. Their importance as proponents of the “civilizing mission” is largely unappreciated in the historiography of missionary work on Papua.

中文翻译：

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教育儿童，文明社会：南荷属新几内亚的传教学校和非欧洲教师，1902-1942

本文探讨了在荷兰帝国最遥远的角落——南荷新几内亚（1902-1942）的“文明”和教育土著人民的殖民项目，探讨了殖民教育实践与文明使命之间的纠葛，解开了各种各样的演员在南荷兰新几内亚的殖民教育。着眼于实践，我强调殖民教育在训练土著人民的身体、思想和信仰方面投入了大量资金，以使他们与西方天主教标准保持一致。这一观察将项目与教育和管教土著青年与巩固殖民权力联系起来。这些对巴布亚人生活的强烈殖民干预的核心是殖民教育机构，由天主教传教团管理，但由从荷兰殖民地其他地方招募的非欧洲教师管理。他们作为“文明使命”的支持者的重要性在巴布亚传教工作的历史编纂中基本上没有得到重视。