An institutional analysis of sasi laut in Maluku, Indonesia



The 1940-70s saw losses of adat sasi focused on large villages (Class 4) on Ambon Island.
Population statistics from that period are, unfortunately, not available but it is possible that
Ambonese villages started to reach some critical threshold of population during those decades.
Adat sasi persists mostly in intermediate-sized villages.

Table 17.3. Loss of adat sasi. Note one village in Ambon never had adat sasi.

Adat Sasi
lost (n=48)

Seram
(n=5)

Ambon
(n=19)

Haruku

(n=7)

Saparua
(n=11)

Nusa Laut

(n=6)

Total

Lost in 1990s

2%

2%

6%

13%

0%

23%

1980s

0%

4%

3%

0%

4%

11%

1970s

0%

4%

0%

4%

2%

10%

1940-1970 or
uncertain

8%

30%

6%

6%

6%

56%

Total lost

10%

40%

15%

23%

12%

100%

Table 17.4. Patterns of loss of adat sasi in villages of different sizes and religion. Note the one village
that never had adat sasi is in Class 4.

Adat Sasi
lost (n=48)

Class 1
(
1,000)
(n=11)

Class2
(
1,001-2,000)
(n=13)

Class3
(2,001-3,000)
(n=9)

Class4
(>3,000)
(n=15)

Muslim

(n=16)

Christian
(n=32)

Lost in 1990s

2%

13%

4%

4%

8%

15%

1980s

6%

2%

2%

0%

2%

8%

1970s

4%

2%

0%

4%

2%

8%

1940-1970 or
uncertain

11%

10%

13%

23%

21%

36%

Total

23%

27%

19%

31%

33%

67%

17.3.3 The erosion and loss of marine sasi

Active marine sasi institutions are difficult to detect. Out of 63 villages inventoried, only 17
have some form of marine
sasi. Before, marine sasi was much more prevalent. We documented
18 villages where officials described marine
sasi being lost in living memory (Tables 17.5 and
17.6), meaning that at one time, at least 35 villages (i.e., 56%) had this institution. In four
more villages (Seith, Ouw, Seri, Rutah), one or more fishers interviewed thought
sasi was
either in force or had been practiced at one time. In the other 24 villages, either marine
sasi
never existed or it has been totally forgotten.

In over half the cases where marine sasi has been lost, the loss occurred prior to 1970 (Table
17.6). Since then, marine
sasi has been relatively stable compared to other forms of sasi. Most
losses in the 1970s to 1990s have been in either the smallest (Class 1) or largest (Class 4)
villages, and in the 1990s, the only recorded loss was on Ambon Island.

17.3.4 Factors influencing activity of sasi

The level of activity of land sasi was measured using indicators for presence, closures,
consistency of application, and local effort (see Section 2.2.3). Similarly, marine
sasi was scored
using indicators for presence, closed areas, written rules, and monitoring. We assume that
less active
sasi is in decline.

244 An Institutional Analysis of Sasi Laut in Maluku, Indonesia



More intriguing information

1. Antidote Stocking at Hospitals in North Palestine
2. Uncertain Productivity Growth and the Choice between FDI and Export
3. Expectation Formation and Endogenous Fluctuations in Aggregate Demand
4. Before and After the Hartz Reforms: The Performance of Active Labour Market Policy in Germany
5. Party Groups and Policy Positions in the European Parliament
6. Ability grouping in the secondary school: attitudes of teachers of practically based subjects
7. Reversal of Fortune: Macroeconomic Policy, International Finance, and Banking in Japan
8. Strategic Planning on the Local Level As a Factor of Rural Development in the Republic of Serbia
9. A Brief Introduction to the Guidance Theory of Representation
10. Problems of operationalizing the concept of a cost-of-living index
11. Effects of red light and loud noise on the rate at which monkeys sample the sensory environment
12. BARRIERS TO EFFICIENCY AND THE PRIVATIZATION OF TOWNSHIP-VILLAGE ENTERPRISES
13. Partner Selection Criteria in Strategic Alliances When to Ally with Weak Partners
14. Happiness in Eastern Europe
15. The name is absent
16. Altruism with Social Roots: An Emerging Literature
17. TLRP: academic challenges for moral purposes
18. Eigentumsrechtliche Dezentralisierung und institutioneller Wettbewerb
19. 5th and 8th grade pupils’ and teachers’ perceptions of the relationships between teaching methods, classroom ethos, and positive affective attitudes towards learning mathematics in Japan
20. The constitution and evolution of the stars