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Colonial Inclusivity: Historical Education and State Capacity

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Colonial Inclusivity: Historical Education and State Capacity COLONIAL INCLUSIVITY: HISTORICAL EDUCATION AND STATE CAPACITY IN POST-COLONIAL STATES A Dissertation Presented to the Faculty of the Graduate School at the University of Missouri-Columbia In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy by TIFFANESHA WILLIAMS Dr. Jonathan Krieckhaus, Dissertation Supervisor MAY 2019 © Copyright by Tiffanesha Williams 2019 All Rights Reserved The undersigned, appointed by the dean of the Graduate School, have examined the dissertation entitled COLONIAL INCLUSIVITY: HISTORICAL EDUCATION AND STATE CAPACITY IN POST-COLONIAL STATES presented by Tiffanesha Williams, a candidate for the degree of Doctor of Philosophy, and hereby certify that, in their opinion, it is worthy of acceptance. Dr Jonathan Krieckhaus Dr. Sheena Greitens Dr. Stephen Quackenbush Dr. Kristin Kopp Dr. Thomas Pepinsky ACKNOWLEDGEMENTS I would first like to thank my advisors in the Department of Political Science and the support of my colleagues, who have been instrumental in making this degree possible. Without their support, honesty, and invaluable time offered, I would not be the educator and researcher that I am today. In particular, I would like to thank Dr. Jonathan Krieckhaus for his commitment to my development, through all the ups and downs that I faced during my tenure in the program. Without his willingness to take a chance on me after a disastrous first year, I would have shied away from finishing the program. Additionally, I would like to thank the various faculty members who I have taken courses with during the program, as well as each of my dissertation committee members (Dr. Sheena Greitens, Dr. Stephen Quackenbush, Dr. Kristin Kopp, and Dr. Thomas Pepinsky). Each of them contributed to my development as a scholar and the integrity of this document. I hope to honor their diverse contributions in the next iteration of this project. I would also like to thank the various faculty members who were integral to my decision to attend graduate school, and to continue onto the doctorate. If not for the dedication of Dr. Michael Hawkins to engaging teaching and passion for Southeast Asian history, I would have continued down my path towards law school. If not for the encouragement of Dr. Michael Buehler, who believed in my abilities, I would have decided to end my journey at my Master’s. I would be remiss not to thank the many wonderful individuals outside of my academic program that made my experience at the University of Missouri rich, inspiring, and full of love. Namely, without the support and mentorship of Dr. NaTashua Davis, I ii undoubtedly would not have been retained after my first year. I would like to thank my Association of Black Graduate and Professional Students family, and other friends from across the institution (you know who you are) for your support throughout this process. Finally, I would like to thank my family, especially my biggest cheerleader, Rose, for partnering with me as I traversed new territories for our bloodline. This first is for the Burks/Williams legacy. iii Table of Contents ACKNOWLEDGEMENTS ...................................................................................................... ii LIST OF TABLES ................................................................................................................... vi LIST OF FIGURES ................................................................................................................ vii ABSTRACT ........................................................................................................................... viii Chapter I: INTRODUCTION .................................................................................................. 1 1.1 Contributions ............................................................................................................ 4 1.2 Colonial Studies in Political Science ........................................................................ 7 1.2.1 Situating this Study in the Literature ...................................................................... 8 1.3 Plan of the Dissertation .......................................................................................... 12 Chapter II: COLONIAL INCLUSIVITY AND STATE CAPACITY .................................. 14 2.1 Determinants of State Capacity .................................................................................... 15 2.2 Theoretical Background ................................................................................................ 17 2.2.1 Colonial Institutional Transmission ........................................................................... 18 2.2.2 Human Capital-Creating Institutions ........................................................................ 26 2.3 Colonial Inclusivity and State Capacity ........................................................................ 29 2.3.1 The Metropole ............................................................................................................ 34 2.3.2 The Colony .................................................................................................................. 38 2.4 Summary........................................................................................................................ 42 Chapter III: COLONIAL SETTLEMENT AND STATE CAPACITY IN POST- COLONIAL STATES ......................................................................................................... 44 3.1 Level of Settlement and Institutional Quality ............................................................... 47 3.2 Why Study State Capacity?........................................................................................... 49 3.3 Measuring State Capacity ............................................................................................. 54 3.4 European Colonial Settlement and State Capacity ...................................................... 58 3.5 Robustness Checks ........................................................................................................ 61 3.6 Summary........................................................................................................................ 62 3.7 Tables and Figures ........................................................................................................ 64 Appendix: Variable Descriptions ........................................................................................ 70 Chapter IV: COLONIAL EDUCATIONAL ATTAINMENT AND CONTEMPORARY OUTPUTS IN STATE CAPACITY ....................................................................................... 71 4.1 The Argument................................................................................................................ 72 iv 4.2.1 Government Effectiveness .......................................................................................... 75 4.2.2 Bureaucratic Quality .................................................................................................. 76 4.2.3 Tax Ratio..................................................................................................................... 76 4.2.4 Colonial Educational Attainment ............................................................................... 77 4.2.5 Control Variables ....................................................................................................... 78 4.3 Preliminary Analysis ..................................................................................................... 80 4.4 Outliers: Neo-Europes ................................................................................................... 80 4.5 Does Colonial Education Attainment Merely Reflect Prior State Capacity? .............. 81 4.6 OLS Results ................................................................................................................... 82 4.7 Sensitivity Analysis ........................................................................................................ 85 4.8 Is 1900 merely 1950? ..................................................................................................... 87 4.9 Summary........................................................................................................................ 88 4.10 Tables and Figures....................................................................................................... 89 Appendix ........................................................................................................................... 100 Chapter V: THE EVOLUTION OF EDUCATION, THE BUREAUCRACY, AND ECONOMIC ACCESS IN COLONIAL INDONESIA ........................................................ 103 5.1 The Netherlands Economic Climate in the 19th and early 20th Century..................... 108 5.2 The Rise of Classical Constitutional Liberalism in the Netherlands .......................... 112 5.3 Education as an Agricultural Enterprise (pre-1850) .................................................. 115 5.4 The Rise of Liberal Education and Access to the Bureaucracy (1850-1900) ............. 118 5.5 The Expansion of Liberalism in the Archipelago (1900-1942) ................................... 121 5.6 Japanese Interruption: A Critical Juncture (1942-1945) ........................................... 124 5.7 Post-Independence: Education and the Status of Weberian Institutions................... 126 5.8 Summary.....................................................................................................................
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