The historical roots of corruption : mass education, economic inequality, and state capacity
Author(s)
Bibliographic Information
The historical roots of corruption : mass education, economic inequality, and state capacity
Cambridge University Press, 2017
- : pbk
- : hbk
Available at 7 libraries
  Aomori
  Iwate
  Miyagi
  Akita
  Yamagata
  Fukushima
  Ibaraki
  Tochigi
  Gunma
  Saitama
  Chiba
  Tokyo
  Kanagawa
  Niigata
  Toyama
  Ishikawa
  Fukui
  Yamanashi
  Nagano
  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
  China
  Thailand
  United Kingdom
  Germany
  Switzerland
  France
  Belgium
  Netherlands
  Sweden
  Norway
  United States of America
-
National Graduate Institute for Policy Studies Library (GRIPS Library)
: pbk311.15||U9401447446
Note
Includes bibliographical references (p. 167-192) and index
Description and Table of Contents
Description
Why does corruption persist over long periods of time? Why is it so difficult to eliminate? Suggesting that corruption is deeply rooted in the underlying social and historical political structures of a country, Uslaner observes that there is a powerful statistical relationship between levels of mass education in 1870 and corruption levels in 2010 across 78 countries. He argues that an early introduction of universal education is shown to be linked to levels of economic equality and to efforts to increase state capacity. Societies with more equal education gave citizens more opportunities and power for opposing corruption, whilst the need for increased state capacity was a strong motivation for the introduction of universal education in many countries. Evidence for this argument is presented from statistical models, case studies from Northern and Southern Europe, Asia, Africa, Latin America, the United States, Canada, Australia, and New Zealand, as well as a discussions of how some countries escaped the 'trap' of corruption.
Table of Contents
- 1. The theoretical framework
- 2. The quantitative evidence
- 3. Education in the developed countries (Northern and Southern Europe)
- 4. Education outside the developed countries: Africa, Latin America, Asia
- 5. Education in the Anglo-American countries
- 6. Is path dependence forever: how some countries reduced corruption.
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