Georgia Tech Ivan Allen College of Liberal Arts

Event

Together or Separate? Post-Conflict Partition, Ethnic Homogenization, and the Provision of Public Schooling

ABSTRACT
The partitioning of political jurisdictions is becoming an increasingly common component of agreements to end ethnic conflict. While partitions have proved to be effective in achieving immediate peace, their effect on post-conflict recovery remains unclear. This paper studies the effects of the partition which ended the 1992-1995 Bosnian War on the post-war provision of public goods at the municipality-level. Comparing trends in the provision of public schooling across partitioned and unpartitioned municipalities during the 1986-2006 period, I find that partitioned municipalities provide 58 percent more primary schools and 37 percent more teachers (per capita). I also find evidence which suggests that convergent preferences for ethnically oriented schools – operating via ethnic politics – may be an important driver of the results. In addition, as the increase in public goods provision may be ethnically oriented, only the ethnic majority profits from this arrangement. These findings imply that partitions generate ethnic inequality that may undermine the sustainability of peace in the long run.

 

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