Social Welfare and Development in the late colonial state presentation script:

The relationship between colonial welfare/development policies (Tanzanian groundnut scheme) and
national liberation movements
- Resistance movements weren’t a new phenomenon  Afro-Arab Resistance in Zanzibar
(1888-9)/Maji Rebellion (1905-7)  foundation for organised forms of resistance however Julius
Nyerere capitalised on the failures of colonial development policies to strategize independence
- 1929 = Tanganyika African Association  Tanganyika African Union led by Nyerere
o Key difference – social welfare association vs political union (focus on union)
- merging social welfare demands into the political drive for self-governance
o required creating an identity of the self
- bi-lateral relationship
o failures of colonial development policies = independence
o independence = continuation of failures
 stratification along racial lines  education = separate schools for
Africans/Asians/Europeans
 vicious circle

To what extent do the legacies of colonial welfare policies impact the post-independent world?
- Shift in the study of colonial legacies
o Cultural turn of 1980s  dissociation of exploitative relationships from the contemporary
world system (Midgley)
o Initial historiography = ignoring the role of colonialism in social welfare
- Impact of Macpherson 1982 = separating the role of people from people themselves
o Exploration of change and continuity/patterns of underdevelopment
- Change/continuity in the higher education system of India
o Caste system
- Priest (Brahmin)
- Warriors (Kshatriya)
- Merchants/business (Vaishya)
- Service people (Shudra)
o Pre-colonial period = inherently elitist  only exacerbated by British imperialism 
remained elitist with different colonial admin role monopolised by the different stratums of
society
- Argument = in terms of education in India, the legacy of British education policies of prioritising
English as the language of trade and therefore communication has little impact due to the existing
caste system
o Continuation of existing systems but with changes  the English-educated elite; read Nehru
quote
o Nehru = product of this new caste  educated in Harrow and Cambridge
o Gandhi = also a product of this new caste but against fellow Indians who accepted elitist
higher education
- Responsibility of the educated elite to lead national liberation movements
Conclusions
- Answering the question: to what extent do the legacies of colonial welfare policies impact the post-
independent world?
o Immediate impact in Tanzania = creation of the self in order to achieve self-governance
(relationship between colonial welfare and national liberation)
o Same relationship seen in India; educational context however smaller impact due to existing
hierarchal system
  Use of English still limited the ability of others to be involved in admin roles = impact
educational development and on social and economic inequality has been immense
and its legacy continues still.

Extra info/points

Rural populations have rarely been able to rise up and challenge the power contained in cities. In many
colonies it has been clear that social development was seen, primarily, as development in cities. Education,
health services, social assistance and social insurance were all developed first, and in many cases
exclusively, for the urban population. While this bias has occurred in many settings – and continues to do so
– the path set by British imperialism has acted as a model for others. This urban bias has had major and
generally damaging implications in terms of rural–urban inequality and the effect on rural–urban migration.