Do politicians engage in ethnic and racial favoritism when conducting constituency service? This article presents results from a replication field experiment with local South African politicians that tested for racial bias in responsiveness to requests about public goods provision. The experiment represents an adaptation of similar experiments conducted in the United States, extending the design to a different institutional environment, albeit one with a similar racially-charged history. Although one might suppose that politicians in South Africa would seek to avoid racial bias given the recent transition to full democracy, I find that South African politicians—both black and white—are more responsive to same-race constituents than to other-race constituents. Same-race bias is evident in both the dominant and the main opposition political parties. Moreover, politicians are not particularly responsive to anyone. Implications for the further study of democratic responsiveness are discussed.
The number of refugees who have fled across international borders due to conflict and persecution is at the highest level in recorded history. The vast majority of these refugees find exile in low-income countries neighboring their countries of origin. The refugee children who are resettled to North America, Europe, and Australia arrive with previous educational experiences in these countries of first asylum. This article examines these pre-resettlement educational experiences of refugee children, which to date have constituted a ‘black box’ in their post-resettlement education. Analysis is of data from the United Nations High Commissioner for Refugees, key informant interviews in 14 countries of first asylum, and ethnographic fieldwork and interviews in four countries. The article argues that contemporary conditions of conflict usefully inform conceptual understanding of refugee education globally, including the types of schools that refugees access in countries of first asylum and their rates of access. It further identifies three empirical themes that are common to the educational experiences of refugees in countries of first asylum: language barriers, teacher-centered pedagogy, and discrimination in school settings. The article examines the theoretical and practical relevance of these pre-resettlement educational experiences for post-resettlement education of refugee children.