Colonial inclusivity : historical education and state capacity in post-colonial states
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The contribution of this dissertation is to show that colonial state building efforts were more successful in the long term when the state invested in education for the colonized population. This argument builds upon recent literature showing that state cooptation of indigenous populations can facilitate state building, but I go further in arguing that colonial policy was not only cooptation, but in some contexts inclusive, leading the population to be vested in and participants in the state. I develop an argument for the influence of the causal mechanism, colonial inclusivity, on contemporary state capacity in post-colonial states. Through a qualitative and quantitative investigation of this mechanism, I find that the investment in and the colonized population’s access to quality education during the colonial period reaps positive gains for contemporary state capacity.
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