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Educated into Violence: The Colonial...

Mendoza, Mary Anne San Mateo.

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Educated into Violence: The Colonial Origins of Separatist Rebellion.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Educated into Violence: The Colonial Origins of Separatist Rebellion./
Author:	Mendoza, Mary Anne San Mateo.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	275 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
Contained By:	Dissertations Abstracts International82-01A.
Subject:	Southeast Asian studies. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27962716
ISBN:	9798662411876

Educated into Violence: The Colonial Origins of Separatist Rebellion.
Mendoza, Mary Anne San Mateo.

Educated into Violence: The Colonial Origins of Separatist Rebellion. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 275 p.

Source: Dissertations Abstracts International, Volume: 82-01, Section: A.

Thesis (Ph.D.)--University of California, Irvine, 2020.

This item must not be sold to any third party vendors.

Why do some separatists rebel sooner than others? Independence is a context in which states exhibit political instability and weakness, yet not all groups take advantage of this opportunity and attempt to secede. Rationalist explanations of rebellion which focus on factors of wealth or opportunity over-emphasize the ability of groups to take advantage of certain moments and under-emphasize how groups perceive wealth or opportunity. Emotive explanations emphasize the importance of subjective determination and relative conditions. Yet while these studies point to political exclusion or perceptions of backwardness, they do not account for how groups end up in a position or why they come to this conclusion. Without considering education, these explanations miss what shapes the underlying conditions for rebellion that affect group positionality and perceptions of it. What students learn influences the nature of grievances and opportunities for social mobility.I address two necessary conditions for when separatist rebellion occurs: development of a national identity and perceptions of inclusion based on this identity. I argue that colonial education policies structure group perceptions of inclusion in the new state, becoming particularly salient in the lead-up to independence. Penetrative education policies encourage the development of a national identity by strengthening the attachment of minority groups to the colonizer and bonds within the same community. As a result, rebellion tends to happen sooner because it is easier for groups to identify conditions of discrimination. In contrast, shallow education policies do not strengthen reliance on or association with the colonizer and instead promote political fragmentation within groups. Without encouraging the development of a national identity, shallowly educated groups are less likely to feel targeted on the basis of that identity. This ultimately delays rebellion. I utilize archival data from colonial officials and semi- elite interviews as evidence for process-tracing in two cases: the Moros in the Philippines and the Karen in Burma.

ISBN: 9798662411876Subjects--Topical Terms:

3344898
Southeast Asian studies.
Subjects--Index Terms:

Burma

Educated into Violence: The Colonial Origins of Separatist Rebellion.
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300 $a 275 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-01, Section: A.
500 $a Advisor: Kopstein, Jeffrey.
502 $a Thesis (Ph.D.)--University of California, Irvine, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Why do some separatists rebel sooner than others? Independence is a context in which states exhibit political instability and weakness, yet not all groups take advantage of this opportunity and attempt to secede. Rationalist explanations of rebellion which focus on factors of wealth or opportunity over-emphasize the ability of groups to take advantage of certain moments and under-emphasize how groups perceive wealth or opportunity. Emotive explanations emphasize the importance of subjective determination and relative conditions. Yet while these studies point to political exclusion or perceptions of backwardness, they do not account for how groups end up in a position or why they come to this conclusion. Without considering education, these explanations miss what shapes the underlying conditions for rebellion that affect group positionality and perceptions of it. What students learn influences the nature of grievances and opportunities for social mobility.I address two necessary conditions for when separatist rebellion occurs: development of a national identity and perceptions of inclusion based on this identity. I argue that colonial education policies structure group perceptions of inclusion in the new state, becoming particularly salient in the lead-up to independence. Penetrative education policies encourage the development of a national identity by strengthening the attachment of minority groups to the colonizer and bonds within the same community. As a result, rebellion tends to happen sooner because it is easier for groups to identify conditions of discrimination. In contrast, shallow education policies do not strengthen reliance on or association with the colonizer and instead promote political fragmentation within groups. Without encouraging the development of a national identity, shallowly educated groups are less likely to feel targeted on the basis of that identity. This ultimately delays rebellion. I utilize archival data from colonial officials and semi- elite interviews as evidence for process-tracing in two cases: the Moros in the Philippines and the Karen in Burma.
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