ABSTRACT
Among the Meratus Dayak in the south of Indonesian Borneo, Tsing (1993: 92) found that ‘the goal of state policy [of resettlement] is not just military control, but new forms of order in daily life’. The Rual resettlement programme, as we have seen, has also introduced new forms of social order into the everyday lives of the Menraq, through the more visible projects such as formal education, health, and Islamization, but also through more subtle attempts at cultural modification. One example is the arrangement of houses and its effect on social relations among the Rual people. There are also attempts to impose Malay values and customs on the Menraq to ‘civilize’ them. These include Malay culinary practices and social etiquette, or what is called ‘proper behaviour’ (sopan santun) – manner of speaking, greeting, demeanour, and giving of presents. The social and cultural impact of the various ‘civilizing projects’ has been nothing short of remarkable. The culture of the Menraq has been overwhelmed by a host of exogenous concepts and living habits through schools, Islamic teachers, medical personnel, and increased contact with the outside world. This chapter focuses on the transformative effects of these ‘civilizing projects’ on Menraq social organization and culture, beginning with formal education.
