Educated colonial subjects doing well assimilating get punished with inferiority when rejected

Evidence

What becomes of the exceptional cases of which M. Mannoni tells us? Quite simply, they are the instances in which the educated Negro suddenly discovers that he is rejected by a civilization which he has none the less assimilated. So that the conclusion would come to this: To the extent to which M. Mannoni’s real typical Malagasy takes on “dependent behavior,” all is for the best; if, however, he forgets his place, if he takes it into his head to be the equal of the European, then the said European is indignant and casts out the upstart–who, in such circumstance, in this “exceptional case,” pays for his own rejection of dependence with an inferiority complex. — Frantz Fanon, Constance Farrington, Black skin, white masks, 343

Categorization

• XREF: This directly answers the reader’s question: the White-Skin-Black who was educated outside and assimilated is precisely the ‘exceptional case’ who pays for his assimilation with an inferiority complex. Connects to the Jean Veneuse material Fanon engages in the chapter on the educated Negro. — connects to: Colonial schooling creates the dependence complex it then blames on the Negro; Educated colonials who adopt radical thought are charged with ingratitude; Educated colonials suffer an intellectual alienation unlike laborers’ material exploitation. (+18 more)
• SEED: An essay angle: the educated immigrant’s assimilation is structurally punished — the more successfully one integrates, the more painful the inevitable rejection.

Broader Connections

• Colonial education aimed to limit subject aspirations by withholding surplus skills #corroborates (0.75)
• Partial colonial education created a literate unemployed class who felt abandoned #corroborates (0.70) — Horne, Alistair, A Savage War of Peace- Algeria 1954-1962, 181
• Colonial training schemes aimed to shape sentiments and restrict desires #expands (0.60)